L6 /S2, '<■ 
pi- > 



SAN FRANCISCO 

STATE NORMAL SCHOOL 



BULLETIN No. 16 




A COUR5L OF 5TUDY 



IN 



PHONIC5 



TO ACCOMPANY THE 5TATL 
5ERIL5 TEXT5 IN READING 



PART I 



BY 
CORINNL H. JOHNSTONE 

AND 

FREDERIC BURK 



IIST Of COURSES Of STUDY fOR THE ELEMENTARY SCH0015 



No. 4 (new series). — A Course of Study in Map Geography; paper bound, 52 pages. By 

Allison Ware. Price by mail, postpaid, SO cents; by local dealers, 35 cents. 

Outline maps. — In connection with Bulletin No. 4. the school publishes a series ot 

nine outline maps from which pupils may trace outlines for use in location. These 

maps are 9 by 12 inches in size. They represent the following areas: North 

America, South America, Europe, Asia, Africa, Australia, United States, California, 

and the hemispheres. Price by mail, postpaid for set of nine, 15 cents. 

No. 6 (new series). — A Course of Study In Literature for the Grammar Grades; paper 

bound, 103 pages. By Allison Ware. Price by mail, postpaid, 30 cents. 
No. 7 (new series). — A Course of Study in History and Handbook to the State Series 
Advanced Text. (This course was issued when McMaster's School History was the 
State Series Text ; by means of a reference leaflet which accompanies the course It 
may be used in connection with the new State Series Text, McMaster's Brief His- 
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No. 10 (new series). — ^A Course of Study and Teachers' Handbook in the Common Liter- 
ature of Life ; 207 pages, paper bound. By Allison Ware. Price, postpaid, 40 cents. 
No 11. — A Course of Study in Formal Arithmetic and Teachers' Handbook. By David 
Rhys Jones. 
This Bulletin Is published in various parts as follows : 

Part L Teachers' Handbook and exercises for integers; 109 pages, paper bound. 
Price by mail, postpaid, SO cents. In lots of Z5 or more, freight or expressage 
paid by purchaser, Z5 cents per copy. 

Part II. Teachers' Handbook and exercises for common fractions, decimals, per- 
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Drill Exercise Books Nos. 1, 2, 3, and 4 ; paper. Price by mail, postpaid, 10 
cents each. In lots of 25 or more, freight or expressage paid by purchaser, 8 
cents per copy. These drill books are intended to be used exclusively by pupils, 
and may be purchased in bulk for classes ; they contain merely the exercises 
from the Bulletin as follows: No. 1, Addition and Subtraction (22 pp.) ; No. 2, 
Multiplication and Division (23 pp.) ; No. 3, Common Fractions (15 pp.) : No. 4, 
Decimals, Percentage, Denominate Numbers and Mensuration (24 pp.) ; answers 
to these exercises are found in the Handbook. 

No. 12. — Review Courses of American History by means of Composition Topics, and Teach- 
ers' Handbook to the use of the California State Series Texts. By P. P. Valentine. 

Part I. Teachers' edition containing introduction and directions for use of the 
composition method, the pupils' topics of the primary text, the pupils' topics of the 
advanced text, a paragraph directory to the text, and a cumulative fact review of 
the advanced text ; 73 pages. Price, postpaid, 25 cents. In lots of 25 or more, 
freight or expressage paid by purchaser, 20 cents per copy. 

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primary text in history; 10 pages. Price, postpaid, 5 cents. In lots of 25 or more, 
freight or expressage paid by purchaser, i cents per copy. 

Part III. Pupils' edition containing the composition outlines which follow the State 
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tive fact review for the same ; 4 8 pages. Price, postpaid, 10 cents. In lota of tS 
or m,ore, freight or expressage paid by purchaser, 8 cents per copy. 
[Continued Inside back cover.] 



5AN FRANCISCO 5TATL NORMAL SCHOOL 
BULLETIN No. 16 



A COURSE OF STUDY 



IN 



PHONIC5 



PART I 



TEACHER'S EDITION 



Note. — It is intended that this Teacher's Edition shall be used to accompany the 
Phonic Exercise books in the hands of pupils (see advertisement, inside cover paees 
Bulletin No. 16). 



BY 

CORINNL H. JOHN5TONL 

Assistant Supervisor of tlie Teaching of Reading 

AND 

FRLDLRIC BURK 



Friexd Wm. Richardson, Superintendent of State Printing 

sacramento, california 

1912 






Copyright, 

CoRiNNE H. Johnstone 

Frederick Burk 

1912 



fa, «p- T^ 

OCT S W 



FOREWORD TO TEACHER. 

There are a number of very good phonic methods in use. On^ defect in 
practically all of them, however, is that they are not worked out in sufficient 
detail. They leave too much to the imaginative, inventive ingenuity and 
labor of the teaelier. The method herewith submitted claims no great origi- 
nality. It simply undertakes to furnish the teacher with the plan and 
materials for each lesson in specific detail. 

This method can be used by the teacher in two ways : (1) placing a lesson 
upon the blackboard and drilling the pupils orally, or (2) providing each 
pupil in the class with the Pupils' Exercise Book, which contains the same 
lessons (see advertisement, inside cover Bulletin No. 16). The latter sys- 
tem can. of course, be made much more effective for the pupils and with 
less labor to the teacher. 



GENERAL INSTRUCTIONS. 



DIRECTIONS FOR BOARD PRINTING. 

1. The print should be large. 

2. Press firmly upon the chalk so that each word will stand out clear 
and strong. 

3. In sentence printing, keep the letters of each word close together; 
leave good spacing between words. 

TO CONDUCT A PHONICS LESSON. 

1. All work is first to be given in concert. (Exceptions are specified.) 

2. Concert work is followed by individual work. 

3. Each time the teacher or pupil sounds a phonetic part, the pointer 
should be moved along under the exact part sounded. 

GAMES AND DEVICES. 

Game 1. 

(a) Let one child leave the room. 

(5) Another child is appointed doorkeeper. 

(c) Class now selects a word from a certain column or group. 

(d) The doorkeeper tells child outside to come in. 

(e) Teacher says, "We have selected a word in this column." 

(/) Child walks up to the column designated, takes pointer, and guesses 
in this way — 

(Child) "Is it s-ay say?" 
(Class) "No, it is not s-ay say." 
(Child) "Is it d-ay day?" 
(Class) "Yes, it is d-ay day." 

Game 2. 

(a) All pupils close eyes. 

(6) Teacher selects a certain word. 

(c) Pupils open eyes. 

(d) Pupils guess as in Game 1. 

Game 3. 

(a) Have words printed in columns on board. 

(&) Have individuals come forward and point to word or word-form 
sounded by teacher. 

(Note.) 1. No child should be called upon for but one word. 
2. Three is a safe number to give each child. 

Game 4. 

(a) Teacher begins at one side of class and goes straight through, walking 
up and down the aisles, so that each child will be given an equal number of 
chances. 

(5) If pupil sounds flash card presented, correctly, it is put upon his desk. 

(c) If pupil misses, he gets no card. 

(d) At the close of the lesson, count cards to see who has the largest 
number. 

(4) 



Game 5. 

1. Teacher distributes flash cards, some containing word-forms and some 
initials. 

2. Teacher says, "Now I am going to call for words. I want 1-ay lay." 

3. Children who have I and ay walk forward, put their cards together 
to form the word. 

4. Class repeat in concert, "1-ay lay." 

Device 1. 

(a) Draw a fence upon the board. 
(h) Print words or sounds on the rails. 

(c) Pupil may walk along a rail by sounding the words on that rail. 
(f/) If he misses a word, he has fallen off the rail and some other pupil 
must help him on again. 

Device 2. 

(a) Draw a hill upon the board. 

{h) Have pupils run up one side of the hill and slide down the other side, 
by naming the sounds printed on the sides of the hill. 

Device 3. 

(a) Draw a ladder. At the top of it, draw some object for which the child 
is to climb. 

(h) Child who sounds the words printed on the rungs of the ladder has his 
name written by the object. 

Device 4. 

(fl) DraAv circles with colored chalk to represent balloons. 

(6) Print words to be sounded within the circles. 

(c) Pupils sounding words get their names or initials written on balloons. 

Device 5. 

(a) Draw stairs upon the board. 

(&) Print words or word-forms on stairs. 

(c) Have pupils climb up and down stairs. 

Device 6. 

(a) Draw the outline of a book upon the board. 

(b) Print words to be sounded upon the book. 

(c) Have pupiLs read the book. 

Device 7. 

(a) Draw a flag in red, white, and blue crayon. 

(h) Children sound the words which are printed on the stripes. 

Device 8. 

(a) Draw a large apple upon the board. 

(h) Print all-over the apple the letters to be sounded. 

(c) Children eat the apple by erasing each letter as it is sounded. 

Device 9. 

(a) Draw many falling leaves upon the board. 

(h) Print words upon or by the leaves. 

(c) Let each child come forward and catch three leaves. 

(5) 



Device 10. 

(a) Draw cornucopias containing strawberry (pink crayon), vanilla 
(yellow), and chocolate (brown), ice cream. 

(&) Print words upon cornucopias. 

(c) Give cornucopias to pupils sounding words correctly. 

Device 11. 

(a) Draw a telegraph pole. 

(h) Print words up and down and extending outward at right angles 
from the pole. 

(c) Have pupils climb up and down the pole. 

Directions for Teaching Sight Reading (see Lesson 15). 

The purpose of sight reading is to train the pupil in the application of 
known phonic facts. Print the sentences upon the board or have pupils 
use the Pupils' Exercise Books. Give the class a moment to study each 
sentence. Call especially upon pupils who can not read the sentence. 
Help them develop the words they do not readily recognize. If the failure 
to get words is due to the fact that pupils do not recognize- fornLS gone over, 
jot down for future drill all phonograms missed. 

Or, as another device, the class may be divided into sections. The strong 
pupils may be given the entire lesson to work out. Teach those pupils, who 
can, to be independent. At the close of the lesson these pupils may read 
aloud from their seats any sentences called for. The weaker pupils may 
be given one sentence at a time to study, either the same or different, and 
as they are called upon, each may come to the teacher's desk to receive 
help. Sentences read aloud at the teacher's desk should be read softly so 
that the pupils studying at seats will not depend upon what they may hear. 

The rhymes introduced may be handled in the same way, as a rhyme of 
four lines is merely the equivalent of four sight sentences. In a rhyme of 
four lines, four children may be helped at the teacher's desk at one time, 
each child being given a different line. When each child has his line ready, 
the rhyme may be put together by having each child read his line in turn. 



(6) 



A COURSE OF STUDY IN PHONICS. 



LESSON 1. 



^ As soon as the word, play (Primer, page 3) is learned as a sight word, 
phonic work may begin. 

(a) Print the word play upon the board. 

(h) Have class tell what the word is. 

(c) Cover pi with an eraser. 

(d) Tell class that the part of the word which they can see is ay. 

(e) Have class repeat ay in concert. 
(/■) Have several individuals say ay. 

(g) Under the word play which is printed upon the board, print ay, as, 

play 
ay 

(h) Cover j^l and show class that ay below is just like the part of play 
that is not covered. 

(i) Have several individuals come forward and point to ay or play as the 
teacher directs. Insist that child says the word or word-form to which he 
points. 





LESSON 2. 




^^^ say 


^-'^ bay 


^^^ pay 


ray 


gay 


fay 


day 


nay 


shay 



In conjunction with ay, introduce s. r, p, b, g. n. d. f, sh by imitation. 
To Teach Lesson 2. 

1. First take column 1 only. 

(a) The teacher says, "s-ay, say." 
(h) The children repeat in concert, "s-ay, say." 
(c) The children repeat, "s-ay, say," three times as the teacher 

points to the exact part the class is saying. 
(a) The teacher says, "r-ay, ray." 
(6) The children repeat in concert, "r-ay, ray." 
(c) The children repeat, "r-ay, ray" three times. 

(7) 



(d) Children now sound the first and second words in concert 

several times. 

(e) Work over day as you did say. 

(/) Children now sound column 1 in concert. 

2. Concert work is always followed by individual work. 

(a) Have many children in succession come forward and sound 

words of column 1. 
(&) Print column 1 upon board. Play Game 1. 
(c) If children need further drill, use any of the devices given. 

3. Work over column 2 just as you did column 1. 

4. Review columns 1 and 2. 

{a) Concert work first. 

(5) Individuals come forward and sound. 

(c) Use any games or devices for further drill. 

5. Work over column 3 just as you did columns 1 and 2. 

6. Review columns 1, 2 and 3 just as you did columns 1 and 2. 



LESSON 3. 

As soon as Lesson 2 is learned, break up its words into their phonetic 
parts. Method : 

(a) Print say upon the board. 

(5) Have class tell what the word is. 

(c) Cover s. Have class tell the part of the word to be seen. 

{d) Cover ay. Tell class to begin to say say. 

(e) Have individuals sound s. 

(f) Tell class that s is the sound made by the snake. 

(g) Proceed in same way to break up the other words. 

Directions for Using Flash Cards. 

Teacher now begins to make out her flash cards. 

Through Part I, the very first thing a teacher does at the beginning of 
each lesson is to review all the phonetic parts her class has had. 

For consonants. Use manila cards about four and one half by five inches. 
Let the print be rather large and heavy so that it can be easily seen. 

On one side of the card, print the consonant. If the same consonant is 
printed on the back of the card in the upper right hand corner, it will be 
found convenient for quick flash card work. 

For word-forms. On one side of the flash card, print the word-form. 
On the other side, print upside down the known word from which the 
word-form was obtained. 

In flashing the cards, if a child hesitates in sounding a word-form, show 
the reverse side of the card, and the known word will suggest the form. 

In flashing the cards, stand back from the class so that entire class may 
be seen at a glance. 

(8) 



Avoid holding the cards too Ioav. Hold them at such a height that the 
letter in the corner of the card and also the children's faces may be seen 
without glancing down and then up. 

As new phonetic parts are learned, group the flash cards for drill. Put 
all the initials (s, r, p, b, g, n, sh, etc.) in one group; all the word-forms 
(ay, un, ain, ap, ash, etc.) in the second group; and the endings (s, ing, 
ed, etc.) in the third group. 





LESSON 4. 




^^^ sun 


<2^ bun 


^^^ pun 


run 


gun 


fun 


dun 


nun 


shun 



1. Drill from flash cards which now contain the nine initials from 
Lesson 2, and the word-form ay. 

2. run — Known word on page 5 of Primer. 

3. Break up run just as you did play in Lesson 1. 

4. Blend the nine initials of Lesson 2 with un. Use this method : 

(a) (Teacher) : "I am going to say this first word two times quickly.'" 
(&) The teacher now sounds s-un, s-un quickly, slurring the sound of s 
into the sound of un without changing the inflection of the voice. 

(c) Proceed with run and dun as with sun. 

(d) Have class sound each word in column 1, two times quickly. 

(e) Have individuals come forward, take pointer, and sound column 1. 

5. Work the lesson over by columns as you did Lesson 2. 

6. Add ^in to flash cards. 





] 


:.ESSON 5. 




say 


day ) 


(gay 


pay 


sun 


dun) 


(gun 


pun 


ray 


bay j 


(nay 


fay 


ruit 


bun) 


(nun 


fun 


gay 


shay 


) . ( say 


nay 


gun 


shun 


) ( sun 


nun 



1. Drill from flash cards. 

2. In this lesson, each group of four words rhymes. Teacher tells class 
about the little rhymes and then has class listen while she says, ' ' s-ay, say ; 
s-un, sun; d-ay, day; d-un, dun." 

3. Class now sound first group as the teacher points. 

4. Individuals come forward, take pointer, and sound the first group. 

(9) 



5. Work over remaining groups, one by one, in same manner. 

6. After a lesson or two of this type, step two may be omitted. 





LESSON 6. 






^^^ say 


(-) ray 


(3) 


run 


^^^ nay 


dun 


bay 




sun 


shun 


fun 


gun 




day 


pun 


gay 


nun 




bun 


shay 


pay 


fay 









1. Drill from flash cards. 

2. Concert work on column 1. Use method given in Lesson 4. 

3. Individual work on column 1. 

4. Handle remaining columns, one at a time, as vou did column 1. 



LESSON 7. 




^-^ pin 


''^ shin 


bin 


fin 



^1^ sin 
din 

1. Drill from flash cards. 

2. in — Known word on page 17 of Primer. 

3. Children sound words of this lesson in concert by method given in 
Lesson 4, as the teacher points. 

4. Any of the games or devices given may be used for individual drill. 

5. Add in to flash cards. 





LESSON 8. 




Review. 








^^^ say 


^-' fun 


(^> fin 


^^' sun 


pin 


bay 


gun 


din 


run 


shin 


fay 


shay 


(5) gay 


(«^ bin 


^'^ sin 


(s) dun 


nun 


day 


pun 


pay 



bun shun ray nay 

1. Drill from flash cards. 

2. Have individuals come forward and sound any three of above words 
designated by teacher. (See Lesson 4 for method of sounding.) 

(10) 



^i> fain 
grain 



(2) 



LESSON 9. 




rain ^^^ dain 


^^^ sand 


bain pain 


band 



1. Drill from flash cards. 

2. and, rafu— Known words from pasjes 3 and 15 of Primer. 

3. Break up rain as you did play in Lesson 1. 

4. Build above words in eoneert. (See Lesson 4 for method.) 

5. Have individuals come forward and build words. 

6. Use any of devices or games given, for extra drill. 

7. Add and and ain to flash cards. 





LESSON 


10, 




band 


sand ) 


j band 


sand 


bun 


sun ) 


(bay 


say 


fain 


rain ) 


j gain 


dain 


fun 


run ) 


( g^un 


dun 



1. Drill from flash cards. 

2. To handle Lesson 10 (see Lesson 5), 



Revietv. 



(1) 





LESSON 


11. 






shay 


^'^ run 


(3) 


sand 


(^^ fain 


band 


bain 




ray 


din 


fay 


gun 




gay 


bun 


dain 


day 




dun 


say 


sin 


shun 




shin 


fin 


rain 


bin 




nun 


bay 



1. Drill from flash cards. 

2. Handle Lesson 11 as vou did Lesson 8. 



(1) 



LESSON 12. 

^'^ ad 
af 
ag 

Print a upon the board. 

Sound short a (as in at) for the class. 

(11) 



an 
ap 
ab 



, (^> ash 



3. Have class repeat in concert at least three times. 

4. Have many individuals sound short a. 

5. Add a to your flash cards. 

6. Combine short a with n, p, h, d, f, g and sh which children know. 

7. Print Lesson 12 upon the board. 

8. Teacher says, ''a, n — an," slurring as in Lesson 4, and pointing to 
the parts she sounds. 

9. Class repeat in concert, "a, n — an." 

10. Teacher says, "a, p — ap." 

11. Class repeat, "a, p — ap." 

12. Class sound first and second word-forms. 

13. Teacher says, "a, h—ah/\ 

14. Class repeat, "a, h — ab." 

15. Class sound first, second and third word-forms. 

16. Have individuals work on Column 1. Do not take Column 2 until 
Column 1 is known. 

17. Proceed with Column 2 as with Column 1. 

18. Drill upon Columns 1 and 2 combined. 

19. As the word-forms are learned, add them to your flash cards. 





LESSON 13. 




(^> ran 


^^^ nap 


(^^ fad 


sap 


dash 


shag 


dab 


pad 


rap 


fag: 


bag 


ban 


shad 


gap 


sad 


sag 


rad 


Dan 



The above lesson combines the known consonants with the word-forms 
just learned. 

1. Have individuals come forward, take pointer, and sound three words 
each, or give class a moment to prepare two or three words before calling 
upon any one. 





LESSON 14. 




^^^ sash 


(2) Y^g 


^^> bad 


dad 


gab 


pan 


nag 


fan 


shab 


san 


rab 


dag 


bash 


gash 


rash 



1. Handle above lesson just as you did Lesson 13. 

(12) 



LESSON 15. 

^ Sight sentences. (See General Instructions, page 6.) 

1. The bad boy ran away. 

2. Run to the bag with the rag. 

3. Dan ran on the sand. 

4. Come rap on the pan with the fan. 

5. The girPs sash is gay. 

6. The boys dash for the buns. 

7. The sun's rays play on the bay. 

LESSON 16. 

^1) hay <2) hap ^^^ hag 
hun hash 

hand had 

1. Drill from flash cards. 

2. Present consonant h. Ask the class what sound they make when 
tired, h is the tired sound. 

3. Have class sound h several times. 

4. Concert work on above columns. 

5. Have individuals come forward, take pointer, and sound the group 
designated by teacher. (If any child has trouble in blending, see Lesson 4.) 

6. Use games or devices if further drill is needed. 

7. Add h to flash cards. 





LESSON 


17. 




(had 
( hand 


sad ) 
sand ) 


j had 
( hand 


bad 
band 


j hay 
( hun 


gay 1 
gun ) 


j hay 
( hun 


pay 
pun 


( hay 
( hun 


ray ) 
run 


( hay 
( hun 


nay 
nun 



1. Drill from flash cards. 

2. Handle above lesson same as Lesson 5. 



(13) 





LESSON 


18. 




^^^ sand 


(2^ bad 


^^^ hay 


^^^ rain 


gay 


din 


sad 


fay 


hash 


fain 


fin 


shin 


band 


hand 


nap 


fad 



1. Drill from flash cards. 

2. Have individuals come forward and sonnd any column designated. 

LESSON 19. 
Rhymes for sight reading. (See General Instructions, page 6.) 

Ay-ay, un-un, in-in, and, 
Bay-bay, bun-bun, bin-bin, band. 
Jump with me into the sand. 

Bad little Dan, 

Ran to sad little Nan, 

With a bun in a pan. 

Aban, abun. 

Dash had some fun ; 

Aban, abash. 

Dash had some hash. 







Who is a bad boy ? 

Little Dan. 
Who is a gay girl ? 

Little Fan. 












LESSON 20. ' 




(1) 


lay 
lin 
land 






^^^ lain 
lap 
lash 


^^) lad 
lag 



1. Drill from flash cards. 

2. Present consonant /. Sound it for class. 

3. Have cla^ sound I several times. 

4. Give concert work on above columns. 

5. Have individuals come forward and sound at least three words. 

6. Add I to flash cards. 

(14) 





LESSON 21. 




lag 


sag 1 


j lag 


bag ) 


land 


sand ) 


( land 


band ) 


lap 


gap I 


i lap 


rap 1 


lain 


gain i 


( lain 


rain ) 


lad 


gad ) 


(lad 


sad / 


lash 


gash S 


( lash 


sash ^ 



1. Drill from flash cards. 

2. Handle above lesson same as Lesson 5. 



(1) 





LESSON 22. 




say 


(2) sun 


^^> sin 


^^^ sand 


ray 


run 


rin 


rand 


pay 


pun 


pin 


pand 


bay 


bun 


bin 


band 


nay 


nun 


nin 


nand 


day 


dun 


din 


dand 



1. Drill from flash cards. 

2. Have individuals read above columns down, up, and across. 



(1) 





LESSON 23. 




may 


^-^ mash 


^^^ main 


mag 


map 


min 


mad 


man 


mand 



1. Drill from flash cards. 

2. Present consonant m. Ask the class what sound the cow makes. 

3. Have class sound m three times. 

4. Concert work on above columns. 

5. Individual work on above columns. 

6. Add m to flash cards. 

(15) 





LESSON 2^ 


k 




main 


bain ) < 


1 main 


lain 


mand 


> < 
band ) ( 


mand 


land 


may 


ray ) j 


may 


pay 


main 


rain ) \ 


main 


pain 


may 


pay J 


may 


day 


min 


pin \ < 


min 


din 


main 


pain I ( 


main 


dain 



2. See Lesson 5 to handle above lesson. 



LESSON 25. 



(1) 



sag 

rash 

lain 

Dan 

pain 

lad 



(-> dab 
ban 
map 
ban 
fin 
lain 



(3) 



gain 

pad 

sap 

gap 

shun 

gash 



^^^ shun 
had 
ray 
nun 
hand 
pun 



1. Drill from flash cards. 

2. Have individual work only on above lesson. Some of the games may 
be used for pleasant individual work. 

In lessons in which no new work is presented, children may, for variety, 
recite in order of seating. The first child runs up quickly on tiptoe. By 
the time he has sounded three words, the second child should be ready to 
take the pointer from the first child. In this way, no time is lost. The 
quick work also appeals to the children. 

LESSON 26. 

Sight sentences. 

1. The bad boy ran to the bay. 

2. May had the sash in her lap. 

3. The girls lay on the sand. 

4. Go lash the man to the tree. 

5. Hand the pin to me. 

6. The gash may pain you. 

(10) 



LESSON 27. 
A few compound and two-syllable words : 

May-day gain-say 

Finland sand-bin 

rag-bag unpin 



pay-day 

Sunday 

sand-man 



1. Drill from flash cards. 

2. Build above words. Children may need a little help here. If so, 
build the two parts of two or three Avords and show the class how you put 
the two parts together to make one long word. 

3. Concert work. Class sounds as teacher points. 

4. Individuals take pointer and build words. 



^dd s. 


LESSON 2i 


i. 




^^^ gains 


^-^ suns 


(3) 


lands 


^^^ days 


pays 


sins 




pins 


shins 


runs 


bands 




rays 


pains 


lays 


rains 




guns 


sands 



1. Drill from flash cards. 

2. In the lesson above, the teacher pronounces two or three words for 
the class, pointing to each part as it is pronounced, and emphasizing the 
ending s. 

3. Handle one column at a time, giving concert work first and following 
with individual work. 





LESSON 29. 






Add ing. 








^^^ saying ^^^ 


landing 


(3) 


sanding 


paining 


raining 




haying 


handing 


maying 




laying 


gaining 


paying 




sinning 


gunning 


pinning 




dinning 


shunning 


sunning 




running 


1. Drill from flash cards. 




::„ 1,: 




2. Present above lesson as 


i you presented Lesson 2^ 


I.:' . 


2— BUL 10 


(17) 







LESSON 30. 

1. Dash is running on the sand. 

2. May-day is a gay day. 

3. The man is paying for the shad. 

4. Nan lays the pin on the pan. 

5. A nag may lag. 

6. See the sap run from the tree. 

LESSON 31. 

(1) sing ^-> ring ^^^ ping 

bing ding ling 

I sing— Known word in Primer, page 24. Break up sing to get ing. 
(See Lessou 1.) 

2. Build the above words in concert. Blend as in Lesson 4. 

3. Have individual work on lesson. 

4. Add ing to flash cards. 

LESSON 32. 

( sing ring ) ( sing bing | 

\ say ray \ \ say bay ) 

( sing ping ) ( sing ding | 

( say pay ) ( say day ) 

( sing ding ) ( sing bing ) 

( sun dun ) ( sun bun 

j sing ring | ( sing ping 

( sun run ) ( sun pun 

1. Drill from flash cards. 

2. Handle Lesson 32 as you did Lesson 5. 

LESSON 33. 

Add ing to — 

(i> sing r-^ bag ^'^ nap ^^^ dash 

ring nag lap mash 

ding lag rap gash 

1. Drill from flash cards. 

2. See Lesson 29 to handle above lesson. 

(18) 



LESSON 34. 
Rhymes for sight reading. 

Ding a ling, 

The birds may sing. 
The boy may run 

Around the ring. 

Shing-shing, shand-shand, 

Shay-shay, shuns. 
Girls and boys 

May have some buns. 

R is for ring, 
G is for gain, 
S is for sing, 
P is for pain. 

^^^ There was a little land. 
There was a little sand. 
The sand on the land. 
And the land in the sun. 
And the little girls jump for fun, for fun, 
And the little girls jump for fun. 

^^^ There was a little land. 
There was a little ring. 
The ring on the sand. 
And the sand on the land. 
And the land in the sun. 
And the little girls jump for fun, for fun. 
And the little girls jump for fun. 



(19) 



^^^ There was a little land. 
There was a little tree. 
The tree in the ring, 
And the ring on the sand, 
The sand on the land. 
And the land in the sun, 
And the little girls jump for fun, for fun. 
And the little girls jump for fun. 

LESSON 35. 

(^) sell ^-) Nell ^^> mell 

pell dell shell 

bell fell 

1. Drill from flash cards. 

2. tell — Known word, Primer, page 40. Break up tell to get word-form 
ell. (See Lesson 1.) 

3. Build above lesson as you did Lesson 4. 

4. Handle but one column at a time, taking concert work first and then 
follow with individual work. 

5. Add ell to flash cards. 





LESSON 3( 


j. 




( sell 


pell 1 


(sell 


bell ) 


( sad 


pad j 


( sad 


bad 1 


(fell 


dell ) 


(fell 


bell 1 


( fan 


Dan ) 1 


( fan 


ban ) 


(bell 


Nell ) 1 


[bell 


sell ] 


( bag 


nag i ' 


! bag 


sag ) 


( sell 


bell ) ! 


1 sell 


mell ) 


( say 


bay 1 . i 


1 say 


may j 


1. Drill from flash cards. 

2. See Lesson 5 to handle above lesson. 







(20) 





LESSON 37. 




sook 


rook 


look 


book 


nook 


hook 
shook 



1. Drill from flash cards. 

2. /(>oA;— Known word, Primer, page 47. Break up look to get word- 
form ook. (See Lesson 1.) 

3. Build above words. 

4. Add ook to flash cards. 





LESSON 3f 


I. 




( sell 


bell 1 


( sell 


Nell ) 


( sook 


book ) 


( sook 


nook j 


( book 


sook ) 


( book 


hook ) 


( band 


sand ) 


( band 


hand ( 


1 sook 


rook \ 


sook 


shook ) 


I sag: 


rag: i 


sag 


shag- ) 


( look 


sook ) 


look 


nook ] 


(lap 


sap i i 


lap 


nap ) 



1. Drill from flash cards. 

2. Handle above lesson same as Lesson 5. 



(1) 





LESSON 39. 




sing 


^2) rook 


(^^ Nell 


^^> lad 


fanning 


gadding 


dashing 


handing 


rags 


gaps 


pans 


lays 


dell 


shook 


ring 


ling 


selling 


gabbing 


paining 


lapping 


looks 


shells 


bells 


bags 


nab 


shinning 


maying 


hook 


ding 


sook 


fell 


lain 


rays 


pays 


lays 


nags 



1. Drill from flash cards. 

2. Individual work on Lesson 39. Let each child who comes forward 

(21) 



sound two or three words. Call upon the children rapidly so that the 
second child is ready for the pointer as soon as the first child is through 
with it. Teach children to run to and from the board on tiptoe. 



LESSON 40. 

Sight sentences. 

1. Look for the book in the nook. 

2. Nell ran over the shells. 

3. The bell says, " Ding a ling." 

4. The boy looked for the hook. 

5. The pan fell from her hand. 

6. The girl had some shells in a bag. 



LESSON 41. 




og 


ol 


of 


cm 


osh 


ob 



* od 
on 
op 

1. Print upon the board. 

2. Sound short o for the class. 

3. Have class repeat several times. 

4. Have many individuals sound short o. 

5. Add to flash cards. 

6. Combine short o with d, n, p, g, f, sli, I, m, h and print upon board. 

7. Teacher says, "o, d — od," slurring the sounds as in Lesson 4, and 
point to each part sounded. 

8. Class repeat in concert, ^'o, d—od." 

9. Teacher says, "o, n — on." 

10. Class repeat, "o, n — on." 

11. Class sound first and second word-forms. 

12. Teacher says, ''o, p — op." 

13. Class repeat, ''o, p — op." 

14. Class sound first, second, and third word-forms. 

15. Individuals now sound Column 1. 

16. Do not take Column 2 until Column 1 is learned. Then proceed with 
Columns 2 and 3 as with Column 1. 

17. As forms are learned, add them to flash cards. 

(22) 



, 


LESSON 42. 




sod 


mop 


sop 


fop 


sob 


fog 


hod 


dog 


bosh 


hog 


shop 


mob 


rob 


pod 


pop 


log 


fob 


rod 



1. Drill from flash cards. 

2. Individual work on Lesson 42. 



LESSON 43. 
Sight sentences. 

1. The dog is resting by the log. 

2. Bob had a rod and hook. 

3. The dog ran after the hog. 

4. The man is selling books. 

5. The bird hops to the nest. 

6. Nan shook the shells from her lap. 



LESSON 44. 

^^^ way ^^^ wing ^^^ wain ^^^ wag 

win well wook 

1. Drill from flash cards. 

2. Introduce w. Ask the children if they have ever heard the wind 
sing on a stormy night. Let thein tell you what the wind says. Also let 
them look at one another's mouths to see how round they are. 

3. Take above lesson, handling it the same as Lesson 4. 

4. Add IV to flash cards. 



(23) 





LESSON 45. 




( way 


fay ) 


( way 


shay 


( win 


fin i 


( win 


shin 


i wing 


sing 1 


j wing 


ding 


{ well 


sell 1 


(well 


dell 


( wain 


rain ) 


( wain 


gain 


( wagr 


rag- i 


( wag 


gag 


(well 


bell ) 


( well 


shell 


( way 


bay i 


\ way 


shay 



1. Drill from flash cards. 

2. Handle above lesson as you did Lesson 5. 





LESSON 46. 




^^^ rest 


^-^ nest 


^^^ west 


pest 


lest 


best 


best 


fest 





1. Drill from flash cards. 

2. nest — Known word, Primer, page 56. Break up nest to get word- form 
est. (See Lesson 1.) 

3. Build above lesson, handling same as Lesson 4. 

4. Add est to flash cards. 



LESSON 47. 



j best 


west 


) 




( best 


lest ) 


( bain 


wain 


) 




( bain 


lain j 


( rest 


pest 


j 




j rest 


nest ) 


( rot 


pot 


i 




(rot 


not S 


( rag 


hag 


1 




(rag 


nag ) 


( rest 


best 


i 




( rest 


nest S 


( best 


lest 


) 




( best 


rest ) 


( hash 


lash 


s 




( hash 


rash ( 


1. Drill from flash 


cards. 










2. Handle above lesson same 


as 


Lesson 5. 










(24) 







LESSON 48. 



(i> tell 
tin 
ting 



(-^ test 
tain 
tap 



^^> took 
tun 
tan 



1. Drill from flash cards. 

2. Introduce t. This is the sound made [)y the watch, 
the watch sound several times. 

3. See Lesson 4 for handling Lesson 48. 

4. Add t to flash cards. 



^^) tag 
tog 
Tom 

Have class make 





LESSON 49. 




\ test 


rest \ 


j test 


lest 


(tot 


rot ) 


(tot 


lot 


( tell 


bell ) 


j tell 


shell 


( took 


f 

book ) 


(took 


shook 


j tap 


§rap 1 


( tap 


map 


( tain 


gain ) 


( tain 


main 


( tag 


lag 1 


( tag 


bag 


( tog 


log j 


( tog 


bog 



1. Drill from flash cards. 

2. See Lesson 5 to handle above lesson. 



LESSON 50. 

Sight sentences. 

1. The fog rests over the bay. 

2. Tom shot the pop-gun. 

3. Tell the dog to look on the log. 

4. The bird is hopping to the nest. 

5. The bluebells are nodding in the dell. 

6. The shell fell on the book. 

7. Look ! the bad boy is robbing the nest. 

8. The pods are popping. 

(25) 



(1) 



LESSON 51. 

(3) 



(4) 



jab 



jest ^-^ jun ^^^ job 

jay jell josh 

Jin jag jot 

Drill from flash cards. 

Introduce j. Children have had jump as a sight word. Print the 
word jump upon the board and have the children begin to say it. Have 
class sound in concert several times. 

3. Build above words as in Lesson 4. 

4. Add j to flash cards. 



1. 
2. 



LESSON 52. 



jest 

jot 

jab 

jell 

jay 

jog 

jest 

jot 

jab 

jell 



pest 

pot 

tab 

tell 

lay 

log 

lest 

lot 

nab 

Nell 



jest 
jot 



jell 

jay 

jog 

jest 

jot 



test 

tot 

shab 

shell 

day 

dog 

nest 

not 

dab 

dell 



1. Drill from flash cards. 

2. See Lesson 5 for above lesson. 



LESSON 53. 



Review. 

''' jot 
Torn 
bobbing 
lags 
wain 
lots 



(2) 



wags 

mop 

God 

sobbing 

tan 

mob 



(3) 



lap-wing blue-jay 
day-book ding-a-ling 

1. Drill from flash cards. 

2. Handle Lesson 45 as you did Lesson 34. 

(26) 



lest 

shot 

dotting 

nooks 

jabs 

joshing 

maintain 



(4) 



fop 

pest 

sop 

forsook 

shopping 

fob 

tab 



(1) 





LESSON 54. 




unpin 


^-' inlay 


^^^ hand-book 


unhand 


ingoing 


sayest 


unhook 


inning 


saddest 


unrest 


income 


forsook 


gayest 







1. Drill from flash cards. 

2. Handle above lesson same as Lesson 27. 



(1) 





LESSON 55. 




can 


^^^ cook 


^^^ cop 


^^> cob 


cap 


cod 


cun 


cad 


cab 


cog 


Cain 





1. Drill from flash cards. 

2. Introduce C. This is the sound made by the little fish when left out 
of water. 

3. Handle above lesson same as Lesson 16. 

4. Add c to flash cards. 



LESSON 56. 



j cook 


look 




i cook 


rook ) 


(Cain 


lain 




( Cain 


rain j 


( cod 


sod 




( cod 


nod ) 


( cook 


sook 




( cook 


nook ) 


j can 


ran 




( can 


tan ) 


( cap 


rap 




( cap 


tap S 


( can 


man 


1 


( can 


Nan ) 


( cap 


map 


) 


( cap 


nap ) 


( cod 


shod 


) 


( cod 


hod 1 


( cook 


shook j 


( cook 


hook ) 


1. Drill from flash cards. 








2. Handle above lesson same as 


Lesson 5. 










(27) 







LESSON 57. 




vain 


wain 


vain 


lain 


vest 


west 


vest 


lest 


vin 


pin 


vin 


din 


vain 


pain 


vain 


dain 


van 


tan 


van 


ran 


vest 


test 


vest 


rest 


vin 


win 


vin 


fin 


vain 


wain 


vain 


fair 



1. Drill from flash cards. 

2. Handle above lesson same as Lesson 5. 

3. Add V to flash cards. 

LESSON 58. 
Rhymes for sight-reading. 

When the sun is in the west, 
Little birds are in the nest, 
And the squirrels are at rest. 

Little birds peep, 
Little girls weep. 
Little boys jest, 
And that is the best. 

Ding-a-ling, 
Ding-a-ling, 
Who wants to ring the bell ? 

Ding-a-ling, 
Ding-a-ling, 

" I do," said little Nell. 

There was a little girl. 

The girl was Nell. 
She had a little cook-book. 

And it did tell 
' The way to cook buns 

And cook buns well. 



Come, run on the sand, 
And jump on the hay. 

Come rest in the nook, 
And sing a glad lay. 

I took a little bluebird, 
I took it from the nest ; 

It was the gayest bluebird, 
It had the gayest vest. 

Ring a ting rest. 
Ring a ting rag, 
I saw a dog, 

And he was tagged ; 
I said, " Well, well," 

And his tail he wagged. 





LESSON 59. 




i chin 


win ) 


i chin 


pin I 


( chain 


wain i 


( chain 


pain j 


( chap 


lap 


( chap 


nap ) 


( chest 


lest 


( chest 


nest ) 


i chop 
( chin 


top 
tin 


1 j chop 
( chin 


shop ) 
shin S 


( chap 


tap 


1 ( chap 


rap ) 


( chest 


test 


S ( chest 


rest ; 


1. Drill from flash cards. 

2. See Lesson 5 to handle al: 

3. Add ch to flash cards. 


)Ove lesson. 





(29) 





LESSON 60. 




^^^ pained 


^-^ sinned ' 


' shinned 


''' looked 


bayed 


shunned 


hayed 


cooked 


tagged 


jogged 


tinned 


tapped 


rained 


pinned 


chained 


booked 


belled 


robbed 


canned 


rapped 


joshed 


shelled 


fanned 


mapped 


wagged 


dinned 


tanned 


hooked 


gained 


lagged 


bobbed 


chopped 



1. Drill from flash cards. 

2. Handle Lesson 60 as you did Lesson 28. 

3. Add ed to flash cards. Teach children to give it two sounds — d, t. 





LESSC 


DN 61, 




( thin 


din ) 


( thin 


win ) 


{ thing 


ding ] 


( thing 


wing j 


( thun 


shun ) 


j thun 


fun ) 


I thin 


shin j 


( thin 


fin -j 


( thing 


sing ) 


( thing 


ring ) 


( thun 


sun \ 


( thun 


run ) 



1. Drill from flash cards. 

2. Handle above lesson same as Lesson 5. 

3. Add th to flash cards. 



LESSON 62. 

Sight sentences. 

1. The dog is chained to a rod. 

2. The cook chopped the cod. 
That chap is a fop. 
The top is too thin. 
The chest is by the tap. 



3. 
4. 
5. 

6. 



The girl nodded to Bob. 

(30) 





LESSON 63. 




peep 
pin 


deep ) 
din i 


( peep 
( pin 


sheep / 
shin ) 


weep 
well 


deep ) 
dell 1 


( weep 
( well 


peep ) 
pell i 


sheep 
shay 


weep ) 
way j 


( sheep 
1 shay 


deep ) 
day j 


deep 
Dan 


seep \ 
san ) 


( deep 
( Dan 


peep ) 
pan \ 



1. Drill from flash cards. 

2. Kiiown word sheep, Primer page 73. Break up word sheep to get the 
word-form eep (Lesson 1). 

3. See Lesson 5 for above lesson. 

4. Add eep to flash cards. 



LESSON 64. 



row 
rest 

( now 
( nay 

I how 
( hook 

( pow 
( pad 



chow 
chest 

how 
hay 

cow 
cook 

how 
had 



row 
rest 

now 
nay 

how 
hook 

pow 
pad 



wow ) 
west ) 

mow ) 
may ) 

bow ) 
book ) 

mow ) 
mad 



1. Drill from flash cards. 

2. cow — Known word, Primer, page 73. Break up the word cow to get 
the word-form ow. 

3. Handle above lesson same as Lesson 5. 

4. Add ow to flash cards. 



(31) 



LESSON 65. 



king 
keep 

kin 
kay 

kin 
kay 



ding ) 
deep ) 

win ) 
way 

fin 
fay 



king 
keep 

kin 
kay 

kin 
kay 



ping 
peep 

sin ) 
say i 

bin ) 
bay ) 



1. Drill from flash cards. 

2. Have class sound c. Tell them k has the same sound. 
sound k three times. 

3. Handle above lesson same as Lesson 5. 

4. Add k to flash cards. 



Have class 



LESSON 66. 
Sight sentences. 

1. The cat and the dog had a row. 

2. How deep the bay is ! 

3. The dog said, " Bow, wow." 

4. The man may keep the sheep. 

5. The chow-chow is in that pan. 

6. Now the king nods and bows. 





LESSON 67. 




^i> sat 


-^ pat 


^^) mat 


rat 


fat 


cat 


bat 


hat 


chat 
that 



1. Drill from flash cards. 

2. Have class blend short a with t. 

3. Concert work on above lesson. 

4. • Individual work on above lesson. 

5. Add at to flash cards. 

(32) 







LESSON 68. 






sat 


bat ) 


( sat rat ) 


sat 


fat 


sob 


bob ) 


\ sob rob ) 


( sob 


fob 


mat 


sat ) 


( mat hat ( 


( mat 


rat 


mash 


sash j 


( mash hash j 


( mash 


rash 


that 


fat ) 


( that rat j 


(that 


pat 


than 


fan ) 


( than ran ) 


( than 


pan 



2. See Lesson 5 to handle above lesson. 



LESSON 69. 

^^* ram ^-' jam 

sham Sam 

ham 

1. Drill from flash cards. 

2. Have class blend short a with m. 

3. Concert work on Lesson 69. 

4. Individual work on Lesson 69. 

5. Add am to flash cards. 



LESSON 70. 

ram jam ) i ram Sam 

( rag jag ) ( rag sag 

i ham ram ) i ham Sam 

I hook rook ) ( hook sook 

( sham ham | j sham Sam 

i shad had \ I shad sad 



1. Drill from flash cards. 

2. Handle above lesson same as Lesson 5. 

3— BUL 10 (33) 



^i> rot 
dot 
got 
jot 



LESSON 71. 

(^> not 
hot 
pot 
cot 



1. Drill from flash cards. 

2. Have class blend short o with t. 

3. Concert work on above lesson. 

4. Individnal work on above lesson. 

5. Add ot to flash cards. 



LESSON 72. 



shot 
sham 

got 
gag 

cot 

( cog 

pot 
pan 



jot 
jam 

lot 
lag 

dot 
dog 

tot 
tan 



shot 
sham 

got 
gag 

cot 
cog 

pot 
pan 



<^> shot 
lot 
tot 



hot ) 
ham ) 

tot ) 
tag S 

lot ) 
log 

cot 
can 



1. Drill from flash cards. 

2. Handle Lesson 72 same as Lesson 5. 



LESSON 73. 
Sight sentences. 

1. The cat ran for the fat rat. 

2. Is my hat on the mat? 

3. The pot is not hot. 

4. Bat, bat, come under my hat. 

5. Nat may pat the ram. 

6. Sam took the jam. 

(34) 



Eevieiv. 


LESSON 74. 




Group 1. 






sag 


bag 


nag 


sun 


bun 


nun 


say 


bay 


nay 


Group 2. 






took 


rook 


look 


test 


rest 


lest 


tag 


rag 


lag 


Group 3. 






chin 


win 


pin 


chain 


wain 


pain 


chest 


west 


pest 


Group 4. 






keep 


deep 


sheep 


kin 


din 


shin 


kay 


day 


shay 


Group 5. 






gap 


cap 


hap 


gad 


cad 


had 


God 


cod 


hod 


Group 6. 






thinning 


chinning 


tinning 


wagging 


tagging 


lagging 


mopping 


hopping 


popping 


Group 7. 






caps 


maps 


raps 


vests 


chests 


jests 


jobs 


sobs 


fobs 



Group 8. 



chained 


pained 


gained 


canned 


tanned 


fanned 


jogged 


togged 


bogged 


Group 9. 






chopped 


mopped 


hopped 


cooked 


hooked 


looked 


tapped 


sapped 


lapped 


Group 10. 






ash-can 


chow-chow 


maintain 


invest 


unchain 


obtain 


vainest 


king-pin 


sapling 


bow-wow 


thinnest 


attest 


attain 


captain 


pell-mell 



1. The above groups are for individual work. The lirst nine grouj)s 
may be read down, up, and across the columns. 



LESSON 75. 

Sight sentences. 

1. The sun went to rest in the west. 

2. Dan had a tan cap. 

3. The sand is in the tin can. 

4. Who tagged me on the hand ? 

5. Can you hook my sash ? 

6. We may rest on the way. 

7. Unchain the dog. 



(30 



LESSON 76. 
Rhymes for siglit reading. 

Ten little ducks, 

With ten little bills, 
Went for a run 

Over the hills ; 
Ten little ducks 

Went into a den, 
Ten little bills. 

Never peeped again. 

Little May, tell me how 

To look around. 
And make a bow ; 
Little May, tell me lest 

I look around. 
And make a jest. 

Bad little Bill 
Saw a shilling 

In his father's vest ; 
Bad little Bill 
Took the shilling. 

But ril not tell the rest. 

Chow-chow hot. 

Chow-chow chill. 
Chow-chow in the pot, 

Eat with a will. 

Sillme, sillme, sillme, sot. 

Some are cold and some are hot, 

(37) 



(i> Two little kittens, 
Playing by a lake, 
One was Jill 
And one was Jake. 

^^^ Jill, he was a cunning wag, 

And said to Jake, " Come and play tag "; 
Jake, he was a sleepy kit. 
And did not want to play a bit. 

^^^ Jill now took a little thing. 

And round sad Jake he made a ring ; 
Sleepy Jake, he could not rest. 
For cunning Jill was such a pest. 

A little tom-tit 

On a tree sat ; 
Under the tree. 

Was a bad tom-cat. 

" Mow, mow," said the tom-cat, 
" Fan me with your wing "; 

" Peep, peep," said the tom-tit, 
"Fm going to the king." 







LESSON 77. 




^^* bray 




^-^ bring 


^^' brad 


brin 




brook 


bran 


brand 




brow 


broth 


brain 




brag 


bram 


1. Have class 


blend h 


and r — l)r. 




2. Have many 


pupils blend b and r. 





(38) 



8. Drill uj)()ii above lesson, one ('ohiimi at a lime, lirst in concert and 
then individnaljy. 

-j:. Print br upon a flash card. This is the l)e<iinnin,u- of a set of f^ash 
cards containing double consonants. 

5. Phonograms from first seventy-six lessons to be reviewed occasionally : 

(a) s. r, d. 1), ,<i'. n. j), f, sh. h, 1, m, \v. t, j, c. v, ch, th, k. 

(h) ay, un, in. and, ain, ing, ell, ook, est, eep, ow, an, ap, ab, ad, ash, af, 
ag", am, at, ath. od. ob, og, on. op, osh, of. ol-oll, om, ot, oth. 

(c) s, ing, ed, est. 

LESSON 78. 



(1) 



C^) 



tray 
trun 
train 
trell 

1. Review hr from flash card. 

2. Have class blend t and r — tr. 

3. Give above lesson. (See Lesson 77.) 

4. Add fr to flash cards. 



trap 


^' traf 


trow 


trash 


trod 


trot 


tram 





(1) 



stay 
stun 
stand 
stin 



LESSON 79. 

^2> stain 
sting 
steep 
stag 



^"^ stam 
stab 
stan 



1. Review double consonants from flash cards. 

2. Have class blend s and t — st. 

3. Give above lesson. (See Lesson 77.) 

4. Add st to flash cards. 

LESSON 80. 
Sight sentences. 

1. The stag stands by the brook. 

2. The king is on that train. 

3. Stay with Nell. 

4. See the rat in the trap. 

5. The broth is not hot. 

6. My hand stings. 

7. I saw the brain in the pot. 

8. The trash is in the bag. 

Give the class a moment to prepare each sentence. See that the weaker 
pupils get called upon. Help them develop any words they can not get. 

(39) 



LESSON 81. 



(1) 



IS 

iss 

id 

lb 

ig 
in 



(2) 



IP 
(if 

(iff 
ish 

(ill 



(3) 



it 

ic 

ick 

ith 

im 



1. Review double consonants from flash cards. 

2. Give above lesson. (See Lesson 12.) 

3. As the forms above are learned, print them upon flash cards. A little 
elastic band around each group of flash cards will keep them conveniently 
arranged for drills or reviews. 



(1) 





LESSON 82. 






br 


tr 




St 


brig 


^'^ still 


(3) 


trim 


trill 


brim 




stiff 


stick 


trig 




brit 


trib 


brill 




trin 


trick 


stip 




trip 


3view double 


consonants from flash cards. 


For variety, initials 



1. 

above columns may be used in reviewing. 

2. Review short i forms from flash cards. (See Lesson 81.) 

3. Give individual work only upon above lesson. 



(1) 







LESSON 83. 






s 


r 


d 


b 


s 


m 


w 


t 


• 

J 


c 


miss 




(^) sick 




(^^ hid 


kid 




with 




lis 


bib 




pig- 




hith 


jig 




jib 




Dick 


sip 




lid 

(40) 




rim 



tiff hiss fish 

dish nip wig" 

rill sill chip 

dim wish Sif 

1. Eeview the single consonants from tiasli r-ards or see Lesson 82, step 1. 

2. Review sliort i forms from flash cards. 

3. Individual work on above columns. 



h 
1 

(1) hiss (2) j:^ (3) 







LESSON 84. 




n 


P 


f 


sh 


V 


ch 


th 


k 


hiss 




(-) dig 




rid 




dip 




pill 




chick 




kick 




kill 




did 




kiss 




big^ 


) 


Jip 




him 




bill 




chill 




pick 




See Lesson 


83. 







rip 

Jim 

bill 

nib 

mid 

chim 

will 

ship 



LESSON 85. 

Sight sentences. 

1. The cow eats bran. 

2. The trap had a rabbit in it. 

3. I still wish to go. 

4. Did you kill the chick ? 

5. The boy hid the stick. 

6. Did you kick Jip ? 

7. Do not kill the pig. 

8. The little chick is sick. 



(41) 



(1) 





LESSON 86, 






ay 


(2) eep ^^' 


af 


^'' on 


un 


ow 


ag 


op 


in 


and 


am 


osh 


ain 


ap 


at 


off 


ing- 


an 


ath 


ol 


ell 


ab 


od 


oil 


ook 


ad 


ob 


om 


est 


ash 


Off 


ot 



The above lesson may, for variety, be used in reviewing the word forms 
of the first seventy -six lessons. Columns may be used down, up. and across. 

It may be used as a test lesson. Pupils go over forms to see if they know 
them. Pupil monitors help children with unknown forms. 



(1) 





LESSON 87. 




St 


tr 


br 


teller 


^-^ gayer 


^"' sinner 


tester 


deeper 


runner 


vainer 


jester 


dinner 


singer 


keeper 


tinner 


payer 


trainer 


gunner 


stinger 


stagger 


thinner 


trapper 


batter 


winner 


dasher 


stammer 


trotter 


trigger 


steeper 





1. Review from flash cards the word forms of the first seventy-six les- 
sons — ay, un, in, and so forth. 

2. Give above lesson. (See Lesson 28.) 

3. Print er upon flash cards. Put with other flash cards containing 
endings s, ing, ed, est. 



(42) 



LESSON 88. 



Sight sentences. 
1. 

2. 
3. 
4. 
5. 
6. 
7. 



This jam is thinner than that. 
May I have the batter ? 
This well is the deeper. 
The g"un has no trig-g-er. 
Tell Bob to come to dinner. 
Put the batter in the dipper. 
The man staggered and fell. 



(1) 



er 

dagger 

rabbit 

signal 

rid 

sickest 

ripping" 

dismay 

fill 

in trin sic 

intrinsic 



LESSON 89. 

est 



(2) 



digg-ing 

dipper 

Dick 

bicker 

differ 

dish 

ship 

until 

attest 



ed 

(3. j.i|| 



display 

did 

nippers 

pick 

fig 

finish 

shilling 

instill 



1. Review short i forms. (See Lesson 95.) 

2. Have individuals work out above words. 



LESSON 90. 



(1) 



slay 

slain 

sling 

sleep 

slab 



(2) 



slag 

slot 

slant 

slop 

slat 



(3) 



1. Review double consonants from flash cards. 

2. Review short i forms from flash cards. 

3. Have class blend s and I — si. 

4. Give above lesson. (See Lesson 77.) 

5. Add si to flash cards containing double consonants. 

(43) 



slap 
slam 
slash 
slan 



LESSON 91. 

^^^ gray ^-^ grad ^^^ gram 

grin grab grog 

grand grap grat 

grain grin grot 
gran 

1. Review double consonants. 

2. Review short i forms. 

3. Have class blend g and r — gr. 

4. Give above lesson. (See Lesson 77.) 

5. Add gr to flash cards. 

LESSON 92. 

^'^ flay -^ flag ^'^ flab 

flap fling flam 

flat flog 

flash flop 

1. Review double consonants. 

2. Review short i forms. 

3. Have class blend / and I — fl. 

4. Give above lesson. (See Lesson 77.) 

5. Add fl to flash cards. 





LESSON 93. 




tr 


sl 


br 


gr 


fl 


st 


^'' slid 


-' flit 


(3) grill 


grip 


grim 


slip 


flim 


slick 


flick 


slim 


flip 


slit 


grit 


grid 





1. Review double consonants. 

2. Review short i forms. 

3. Individual work upon above lesson. 

(44) 



LESSON 94. 

Sight sentences. 

1. See the gray cat. 

2. The slat stings the boy. 

3. Will you trim my hat ? 

4. Hand me my slippers. 

5. The bird flaps its wings. 

6. A slab is flat. 

7. The boy slid down the hill. 

8. See the rook flap his wings. 



LESSON 95. 



(1. il 

ish 
if 

ip 

iss 
it 

(See Lesson 86." 



(■2) 



m 

ill 
ib 
ic 
ith 



(3) 



id 

iff 

is 

ick 

im 



LESSON 96. 



(1) 



es- 

ess 

ed 

eb 

eg- 

egg 



(•2t 



ep 
ef- 
eff 
esh 
el- 
ell 



(3) 



et 

ec- 

eck 

eth 

en 

em 



1. Give above lesson. (See Lesson 12.) 

2. As the columns are learned, print them upon flash cards. 



(45) 





LESSON 


97. 




''' set 


-» bell 




^"^ shed 


red 


get 




hen 


den 


Ned 




led 


dell 


pen 




let 


bed 


net 




men 


beg 


fed 




chess 


Ben 


pet 




then 


1. Review short 


e forms from flash cards. 




2 (rive Tjessnii f 


)7 as inrlivirlnal work. 









LESSON 98. 




^^^ mesh 


^-' then 


^'' trellis 


ten 


wet 


sled 


keg 


step 


flesh 


them 


mattress 


in trep id 


met 


slender 


intrepid 


stem 


fled 


ab stain 


tresses 


fleck 


abstain 


ingress 


instep 




1. See Lesson 97. 


LESSON 99. 




Sight sentences. 







1. The bird has a red bill. 

2. Set the keg by the vat. 

3. Ben and Ned have a sled. 

4. Do not beg for the figs. 

5. The hen ran into the fox's den, 

6. Set the net in the shed. 

7. Dan is rapping with a pen. 

8. My instep pains. 



(46) 



(1) 





LESSON 100. 




clay 


^-' clad 


■"^ clog 


clan 


cling 


clat 


clap 


clod 


clot 


clash 


clam 





1. Review double consonants. 

2. Review short e forms. 

3. Have class blend c and I — cl. 

4. Give above lesson. (See Lesson 77.) 

5. Add (■} to flash cards. 



(1) 



crin 
cran 
crap 
crab 



LESSON 101. 

^-^ crash 



crag 

crook 

crop 



1. Review double consonants. 

2. Review short e forms. 

3. Have class blend c and r — cr. 

4. Give above lesson. (See Lesson 77.) 

5. Add cr to flash cards. 



LESSON 102. 



(1) 



fray 
frain 
frag 
from 



(li) 



frow 
frog 
frat 
froth 



^"^ crest 
creep 
cram 



^3> frill 



1. Review double consonants. 

2. Review short e forms. (See Lesson 105.) 

3. Have class blend / and r — fr. 

4. Give above lesson. (See Lesson 77.) 

5. Add fr to flash cards. There are now nine flash cards containing 
double consonants hr, tr, st, si, gr, fl, cl, cr, fr. 



(47) 



LESSON 103. 



Sight sentences. 

L 
2. 



5. 
6. 

7. 



Run away from that g-un. 

A crab has crooked legs. 

Cling to this rock. 

The frog hopped over the crag. 

Clap your hands. 

Some clams come from the bay. 

This is the best crop of grain. 



(1) 





LESSON 104. 




cl 


cr 


fr 


si 


gr 


fl 


clip 


-^ crib 


(3) ^J^-f 


crick 


frit 


fret 


Fred 


cliff 


cred 


clem 


fresh 


click 



cress 

1. Review double consonants. 

2. Review short e forms. 

3. Individual work upon above lesson. 



^'^ it 
iss 
ic 
im 
ith 

ip 
ib 
if 
ill 

(See L&sson 86.) 



(2) 



IS 

ish 

ig 

iff 

il 

in 

id 

ick 



LESSON 105. 
(3) 



egg 

eb 

ed 

es 

ell 

esh 

ef 

ep 



•^^ el 
eff 
et 
eck 
eg 
ess 
en 
em 



(48) 





LESSON 106. 


fr 


cr 


^^^ ragged 


^-> banded 


fretted 


flitted 


dotted 


padded 


crested 


batted 


rotted 


gadded 


trotted 


petted 


landed 


clotted 


potted 


nodded 



(3) 



cl 

tatted 

fatted 

crooked 

rested 

handed 

tested 

branded 

slanted 



1. Review from flash cards the short * and short e forms, 
have had thirteen of each. 

2. Give above lesson. (See Lesson 28.) 

3. Add ed to flash cards containing endings. 



The pupils 



LESSON 107. 
Sight sentences. 

1. The cliff is steep. 

2. A ragged boy nodded to me. 

3. A frog rested by a log. 

4. The cricket sings in the dell. 

5. Who rested on my bed ? 

6. A crab has crooked legs. 



^^^ whin 
Whig 
whip 
whiff 



LESSON 108. 

^-^ whim 
whit 
whither 
when 



(3) 



whet 
whether 



1. Review double consonants. 

2. Print ivh on the board. Ask children how they blow the top off a 
dandelion. Have several pupils sound wli. 

3. Give above lesson. (See Lesson 77.) 

4. Add wh to flash cards. (Not a double consonant, but may go with 
that set of cards.) 

4— BUL IG (49) 



LESSON 109. 

(1) yell (2) yen (s) ^ag 
yon yesterday zest 

yes yam zig 

yet zigzag 

1. Review short e forms. 

2. Print y upon board. Ask class what sound the little mouse makes 
when caught in a trap. 

3. Print z upon board. Ask class what is the bee sound 

4. Have several children sound y and z. 

5. Give above lesson. (See Lesson 77.) 

6. Add y and z to flash cards. ^ 





LESSON 110. 




wh 


y 


z 


cr 


fr 


cl 


^'^ whiff 


(-) zest 


(3) ygg 


zigzag 


whether 


whip 


when 


yon 


zag 


yet 


whim 


whip 


whin 


yesterday 


whet 



1. Review double consonants. 

2. Give above lesson. Individual work only. 



LESSON 111. 
Sight sentences. 

1. The boys are yelling yet 

2. Yes, the cress is fresh. 

3. The way is zigzag. 

4. Bring the whip to me. 

5. When do you brand the cows ? 



(50) 







LESSON 112. 






^^^(US- 




-^ un 




(••^^(ul- 


/uss 




up 




Ull 


ud 




(Uf- 




um 


ub 




(uff 




(uc- 


ug 




ush 




(uck 


ut 










1. Give above lesson. 


(See Lesson 12.) 






2. Put short 1, 


( forms on flash cards as they are learned. 






LESSON 113. 






k 


th 


ch 


V 


c 


1 


h 


sh 


f 


P 


^'^ chuck 




^-^ thunder 




''' cut 


stuck 




shut 




hush 


tub 




muss 




public 


stuff 




slum 




rub 


duck 




nut 




supper 


brush 




jut 




mud 


hull 




gush 




but 


rug 




gruff 




stub 


1. Review sinj 


^'le consonants. 






2. Review short it forms. 






3. Individual 


work on 


above lesson. 







LESSON 114. 
Sight sentences. 

1. The man dug up a nugget. 

2. This mush is too hot. 

3. Here is a bud on this plant. 

4. How soft your muff is. 

5. Hush ! Is that thunder ? 

6. Put the cup by the jug. 

7. Will you brush my hat ? 

8. Where did you get the nuts ? 

(51) 





LESSON 115. 


. 


br tr 


st si 


gr fl 


z y 


wh fr 


cr cl 


^^^ trumpet 


<^^ slush 


^^^ suffer 


dull 


dug 


slug 


nugget 


null 


truck 


stun 


stutter 


fuss 


muff 


mush 


cup 


cuff 


jug 


luck 


pucker 


puff 


bud 


rush 


flutter 


flush 


1. Review double consonants. 




2, Review short u : 


forms. 




8. Individual work 


on above columns. 

LESSON 116. 




^^^ dray 


^-^ drop 


^^^ drip 


drain 


drest 


drill 


drab 


dram 


dress 


drag 


drib 





1. Review double consonants. 

2. Have class blend d and r — dr. 

3. Give above lesson. (See Lesson 77.) 

4. Add dr to flash cards. 



^^^ blunder 
bland 
blain 
blemish 



LESSON 117. 

^'^ blest 
blot 
blab 
bliss 



1. Review double consonants. 

2. Review short u forms. (See Lesson 120.) 

3. Have class blend & and I — bl. 

4. Give above lesson. (See Lesson 77.) 

5. Add U to flash cards. 

(52) 



^3) bled 
bless 





LESSON 118. 




^^^ sway 


^^^ swag 


^^^ sweep 


swin 


swagger 


Swiss 


swain 


swell 


swig 



swing swam 

1. Review flash cards containing double consonants. 

2. Review short u forms from flash cards. 

3. Have class blend s and w — sw. 

4. Give above lesson. (See Lesson 77.) 

5. Add sw to flash cards. 





LESSON 119. 




dr 


bl 


sw 


^^^ dregs 


(2^ drub 


(^> bluff 


bluster 


drug 


swill 


swell 


blunder 


drum 


swim 


dren 


swish 


blubber 


blush 





1.. Review short i and short u forms. 
2. Individual work on above lesson. 



LESSON 120. 



(1) 



US 



ud 
ub 
ug 
ut 
un 
up 
uf 

(See Lesson 86. 



^2^ ush 
uss 
uff 
ul 
um 
uc 
uek 
ull 



'^ ith 
ic 
ib 
ill 

in 
it 

iss 



(4) 



IP 

if 
ish 



im 
ick 
is 
iff 



(53) 



LESSON 121. 
Sight sentences. 

1. The web swings in the wind. 

2. The man is swimming- in the bay. 

3. Will you sweep the shed ? 

4. Please blot this letter. 

5. The Swiss live in Switzerland. 

6. Drops of sap drip from the tree. 

7. This drug will dull the pain. 

8. The children swim well. 





LESSON 122. 




^'^ play 


^-' plun 


^ '^ pled 


plash 


plain 


plow 


plot 


plod 


plen 


plan 


plat 


plus 



1. Review forms of first seventy-six lessons — ay, un, in, and, am, and so 
forth. 

2. Have class blend p and / — pi. 

3. Give above lesson. (See Lesson 77.) 

4. Add pi to flash cards. 



LESSON 123. 

Once I saw a little bird 
Come hop, hop, hop ; 

So I cried, " Little bird. 
Will you stop, stop, stop ? " 

Leg" over leg. 

As the dog went to Dover ; 
When he came to a stile. 

Jump, he went over. 



(54) 



Peter, Peter, pumpkin eater, 
Had a wife and couldn't keep her ; 
He put her in a pumpkin shell, 
And there he kept her very well. 

A bag-pudding the king did make. 
And stuffed it well with plums ; 

And in it put big lumps of fat. 
As big as my two thumbs. 

In above rhymes, for sight reading, the words stile, wife, kept, iwdcling, 
tlmnibs, may have to be given as sight words first. 





LESSON 


124. 




(1^ and 




i-2) 


ond 


ant 






ont 


anch 






onch 


ank 






onk 



1. Give above lesson. (See Lesson 12.) 

An is blended with d, t, ch, k. 

On is blended with d, t, ch, k. • 

2. As the forms are learned, print them npon flash cards. 







LESSON 125. 




dr 




bl 


sw 


wh 




y 


z 


^1) rant 




^-> lank ^'^ 


drank 


blond 




honk 


clank 


thank 




blank 


shank 


fond 




pant 


pond 


rank 




bond 


brant 


sank 




crank 


tank 


frond 




flank 


ranch 
bank 


1. Review short e forms. 

2. -Review forms of Lesson 124. (See Lesson 134.) 
3 Give individual work on above lesson. 

(55) 





LESSON 126. 
Sight sentences. 

1. The plowman plods his way home. 

2. The men plan to rob the bank. 

3. Thank you for the plant. 

4. The dog- drank from the pond. 

5. Here are ten tin tanks. 

6. The brant said, "Honk, honk." 

7. The plan is in my blank book. 

8. The man is fond of his pet dog. 



(1) 



spun 
spin 
Spain 
spit 



LESSON 127. 

(2) 



span 
spell 
spat 
sped 



1. Review short u forHis. 

2. Review forms of Lesson 124. 

3. Have class blend s and p — sp. 

4. Give above lesson. (See Lesson 17.] 

5. Add sp to flash cards. 



(3) 



spot 
spig 
spigot 
spill 



LESSON 128. 



(^> ind 
int 
inch 
ink 



(^> end 
ent 
ench 



1. Review double consonants. 

2. Review forms of Lesson 124. 

3. Blend the above — in with d, t, cli, k ; en with d, i, ch. 

4. Print upon flash cards as they are learned. 



(See Lesson 12.) 



(56) 



(1) 





LESSON 129. 




pi 


ch 


st 


sp 


el 


dr 


wind 


^2) chink 


^^) sent 


drench 


pinch 


bench 


dint 


bend 


lent 


send 


stench 


finch 


pent 


clink 


clink 


lint 


tint 


stint 


clinch 


wink 


rend 


mend 


blend 


wench 



1. Review the forms of Lessons 124, 128. 

2. Individual Avork on above lesson. 





LESSON 130. 




(i> hint 


(2) sink 


^^^ dent 


kink 


flink 


bench 


tend 


trend 


lend 


went 


tint 


brink 


French 


trench 


pink 


rent 


link 


blend 


flinch 


flint 


dent 


mint 


think 


rink 


1. Review forms of Lessons 124, 128. 




2. Individual work 


on Lesson 130. 





LESSON 131. 
Sight sentences. 

1. These spots are pink. 

2. Lend me your speller. 

3. The boy can spin the platter. 

4. This flat is for rent. 

5. This is a pink tint. 

6. The bench is by the trench. 

7. Do you think I can spell " trend " ? 

8. There are ten links in this chain. 

(57) 



(1) 



1. 

2. 
3. 
4. 
5. 



LESSON 132. 




^-^ prest 


^^^ prat 


prow 


pug 


prob 


prim 


problem 


primer 


proper 





pray 
prin 
prod 
prop 
prick 

Eeview double consonants. 

Review forms of Lesson 128. (See Lesson 134.) 

Have class blend p and r — pr. 

Give above lesson. (See Lesson 77.) 

Add pr to flash cards. 



(1) 





LESSON 133. 




dr 


bl 


sw 


Pl 


sp 


pr 


plug 


^-^ prep 


^^^ plums 


spickest 


specks 


pref 


pressing 


plush 


printed 


plucked 


pranks 


planks 


sput 


planted 


spend 


sputter 


spanking 


prink 



1. Review endings from flash cards. 

2. Review forms of Lessons 124. 128. 

3. Individual work on Lesson 133. 





LESSON 


134. 




^'' ank 


^-> onch 


^^' int 


^^> ent 


ant 


ond 


ink 


end 


and 


ont 


ind 


ench 


anch 


onk 


inch 




(See Le.sson 86.) 









(58) 



LESSON 135. 

^'^ unt 
unk 
unch 

1. Review forms of Lesson 128. 

2. Blend un with t, k, ch. (See Lesson 12.) 

3. Put forms upon flash cards. 







LESSON 136. 






• 

J 


t 


w 


m 


r 


n 


g 


b 


d 


s 


<i) runt 




^-^ chunk 




^^) grunt 


sunk 




punch 




bunk 


crunch 




hunt 




hunch 


stunt 




munch 




brunt 


junk 




hunk 




bunch 


lunch 




slunk 




drunk 


trunk 




blunt 







1. Review short u forms. 

2. Review forms of Lessons 128, 135. 

3. Give individual work on Lesson 136. 



LESSON 137. 
Sight sentences. 

1. Put the dress in the trunk. 

2. A hog can grunt. 

3. Come to lunch. 

4. This plank will do for a prop. 

5. The girl pricked her finger. 

6. Bring your lunch to me. 

7. The dog slunk away and hid. 

8. Put all the buds in one bunch. 

(59) 



wh 
z 

y 

^'^ skin 
scan 
scab 
scoff 



LESSON 138. 

sw 

bl 

dr 



(2) 



1. 

2. 
3. 

12.) 
4. 



scat 
scatter 
skid 
skip 



pr 
sp 
Pl 

^'^ Scot 
skill 
skim 



Review double consonants. 
Review forms of Lessons 128, 135. 
Have class blend s with c and Jc — sc, sk. 
Give above lesson. (See Lesson 77.) 
Add sc and sk to flash cards. 

LESSON 139. 

^^^jac- 
(ack 
amp 
atch 

Review double consonants. 

Review forms of Lesson 135. (See Lesson 143.) 

Have class blend short a with c ; am with p ; at with ch. 

Put above forms on flash cards. 



(See Lesson 





LESSON 140. 




^^^ sack 


^^^ lamp 


^^^ stack 


cramp 


batch 


samp 


satch 


tack 


rack 


Jack 


black 


match 


hatch 


stamp 


tramp 


track 


patch 


shack 


champ 


rack 


back 


lack 


crack 


thatch 


clamp 


pack 


slack 


catch 


whack 


camp 


1. Review forms of Lessons 135, 139. 




2. Individual work 


on above lesson. 
(60) 





LESSON 141. 

Sight sentences. 

1. The girl can skip and hop. 

2. That tramp is a scamp. 

3. Jack put the junk in a sack. 

4. The satchel is black. 

5. The eggs are cracking. 

6. Come back with those tacks. 

7. How many fish did you catch ? 

8. Tack a sack over the crack. 



(1) 





LESSON 142, 




sc 


pr 


Pl 


sk 


sp 


sw 


stray 


^-^ strap 


^^^ stress 


strin 


strag 


strut 


strand 


string 


strutting 


strain 


strip 





1. Review double consonants. 

2. Review forms of Lessons 135, 139. 

3. Have class blend st with r — str. 

4. Give above lesson. (See Lesson 77. 

5. Add str to flash cards. 





LESSON 143. 




^'^ unt 


(^^ ell 


^^) eck 


unch 


esh 


et 


unk 


ef 


en 


ac 


ep 


el 


ack 


es 


em 


amp 


ed 


ec 


atch 


eb 




(See Lesson 8G.) 







(CD 







LESSON 


144. 




(i>(oc 






^-' otch 




ock 






ost 




omp 






oft 


1. 


Review forms of Lessons 128, 


135, 


139. 



2. Have class blend short o with c ; om with ji ; ot with cli ; os with t ; 
of with t. (See Lesson 12.) 

3. Print above forms on flash cards. 





LESSON 145. 




sc 


sk 


str 


^^^ rock 


^-^ notch 


^"^ crock 


pomp 


dock 


romp 


stock 


cost 


shock 


botch 


lock 


blotch 


frost 


soft 


mock 


tock 


frock 


Scotch 


loft 


crotch 


pock 


flock 


clock 


lost 


block 


jock 





1. Review form"^ of Lessons 139, 144. 

2. Give individual work on Lesson 138. 



LESSON 146. 

Sight sentences. ^ . 

1. The boy has a rock in his pocket. 

2. What did the clock cost ? 

3. Who lost a strap ? 

4. The Scotch come from Scotland. 

5. The vessel is in the dock. 

6. The children play and romp. 

7. The clock says, "Tick, tack." 

8. A mocking bird is gray and black. 

(62) 



(1) 





LESSON 147. 




quay 


•' quill 


* '^ quip 


quin 


quest 


quick 


quintet 


quib 


quack 


quit 


quell 





1. Review double consonants. 

2. Review forms of Lessons 139, ]44. 

3. Print qii u\nm honrd. Ask chiss what the clove says. Have several 
pupils sound qu. 

4. Give above le.sson. (See Lesson 77.) 

5. Add gu to flash cards. 





LESSON 148. 




qu 


str 


SC 


^'^ scuff 


^-^ Strug ^-^^ 


scum 


struck 


skull 


strand 


quench 


ques 


quicken 


scant 


strick 


quiv 


skunk 


stricken 


quiver 


1. Review short i forms. 






2. Review forms of Lesson 144. (See Lesson 156.) 




3. Give individual work on above lesson. 






LESSON 149. 




ed 


est 


er 


^'^ bramble 


-^ prattle ^^' 


muffle 


uncle 


ripple 


settle 


handle 


tinkle 


dimple 


shuffle 


giggle 


bramble 


haggle 


ruffle 


candle 


shackle 


trundle 


jiggle 


grapple 


bubble 


rattle 


brittle 


dribble 


nozzle 


dazzle 


fondle 


hobble 


1. Review short e forms. 






2. Show the class that the 


endings Ne, clc, pie, gle, etc., sound just 


the initials hi, d, gl, etc. 






3. Give above lesson. (See Lesson 77.) 




4. Print endings on flash cards. 






(63) 







LESSON 150. 




^'^ paddle 


^-^ trickle 


•^^^ drabble 


muzzle 


dapple 


straggle 


whittle 


mettle 


nettle 


supple 


griddle 


crumple 


rankle 


struggle 


gruntle 


saddle 


battle 


speckle 


jug:gle 


puzzle 


thimble 


scuffle 


ankle 


bundle 


stubble 


crinkle 


chuckle 


1. Review short u forms. 






2. See Lesson 149. 







LESSON 151. 
Sight sentences. 

1. The boy whittles the stick. 

2. Put the saddle on the bench. 

3. Crack the speckled egg, 

4. See the ruffle on the dress. 

5. This plant is a nettle. 

6. The brook ripples and babbles. 

7. Bring a candle or a lamp. 

8. Get a bundle of sticks. 



LESSON 152. 

The children sing in far Japan, 
The children sing in Spain ; 

The organ with the organ man 
Is singing in the rain. 

There were two blackbirds, 

Sitting on a hill ; 
The one was named Jack, 

The other named Jill. 

(64) 



April showers 
Make May flowers. 

Jack be nimble, 
Jack be quick, 

And Jack jumped over 
The candlestick. 

Diddle, diddle, dumpling. 

My son John 
Went to bed 

With his stockings on. 

Sight words to be learned — John, far, named. 



(1) 







LESSON 153. 






ble 


die 


gle 


pie 


sle 


cle 


fle 


kle 


tie 


zle 


gland 




'-^ glib 




^^^ glut 


glad 




glim 




Gluck 


glob 




glum 




glit 


glam 




gloss 




glitter 


glen 




glimmer 







1. Review flash cards containing endings. 

2. Have class blend g and I — gl. 

3. Give above lesson. (See Lesson 77.) 

4. Add gl to flash cards. 



^^^ sniff 



LESSON 154. 

-) snuff 



snug snip 

snick snob 

snicker snag 

1. Review double consonants. 

2. Review forms of Lessons 124, 128. 

3. Have class blend s and n — sn. 

4. Give above lesson. 

5. Add sn to flash cards. 

5— BUL 16 (65) 



(3) 



snap 
snatch 



^'^ smell 
smut 
smit 
smitten 



LESSON 155. 

^^^ smash 
smat 
smatter 
smack 



1. Review double consonants. 

2. Review forms of Lessons 135, 139, 144. 

3. Have class blend s and m — sm. 

4. Give above lesson. (See Lesson 77.) 

5. Add sm to flash cards. 



^^^ smock 







LESSON 156. 




^1^ ock 


^^> uf 


^^^ ud 


^'^ uc 


omp 


up 


us 


uff 


oc 


un 


ull 


uss 


otch 


ut 


uck 


ush 


ost 


ug 


um 




oft 


ub 


ul 




(See Lesson 86.) 




LESSON 157. 




gl 




sn 


sm 


(1) glad 


(- 


-^ snap 


^^^ glen 


smack 




glimmer 


smash 


glitter 




smell 


snatch 


snug 




gloss 


snag 



1. Review set of initial flash cards. It now consists of hr, tr, st, si, gr, 
fl, cl, cr, fr, wh, y, z, dr, hi, sw, pi, sp, pr, sc, sk, sir, qu, gl, sn, sm. 

2. Give individual work on Lesson 157. 



LESSON 158. 



Sis:ht sentences. 



1. Do not smash my thimble. 

2. See him smack his lips. 



('■'<■•) 



3. The boy snatched the bundle from the girl. 

4. See the branch quiver. 

5. The dog snapped at the moth. 

6. Will you have a sniff of snuff? 

7. The bad boy snatched the plum. 

8. Smell the jam cooking*. 



(1) 



LESSON 159. 



hung" 

sang 

strung 

prongs 

rung 

gong 

clung 

stung 

hang 



V2) 



tongs 

gang 

lung 

clang 

flung 

long 

bang 

sung 

dong 



(3) 



1. Review endings from flash cards. 

2. Review forms of Lesson 144. 

3. Teach (nig, ong, ung as if they were sight words. 

4. Individual work on Lesson 159. 

5. Print ang, ong, ung on flash cards. 



rang 

swung 

pong 

fang 

song 

slang 

strong 

slung 

bung 



LESSON 160. 
Sight sentences. 

1. The bells say, " Cling, clang." 

2. The girls play ping pong. 

3. Hang the tongs over here. 

4. This string is strong. 

5. Ring the gong for dinner. 

6. Who sang that song ? 

7. The swing hung from a branch. 

8. Yesterday we strung pop-corn. 



LESSON 161. 

A was an apple pie. 

B bit it. 

C cut it. 

G got it. 

H had it. 

L longed for it. 

N nodded at it. 

P peeped in it. 

R ran for it. 

W wanted it. 

T took it. 

As I was going along, long, long, 

Singing a comical song, song, song. 

The lane that I went was so long, long, long. 

And the song that I sung was so long, long, long. 

And so I went singing along. 

Sight words — jjte, lane. ' ' 









LESSON 


162. 




0) wh 


( 


-^ cl 




(a) gj. 


''^ sc 


fr 




sw 




sp 


z 


dr 




y 




si 


tr 


cr 




fl 




pr 


str 


bl 




pi 




St 


br 


(See Lesson 


86.) 











(OS) 



(1) 



o 



g-1 

qu 

splin 
splinter 
splash 
splat 



LESSON 163. 

sn 

se 

^-^ splatter 
splen 
splut 
splutter 



1. Review double consonants. 

2. Review forms of Lessons 144, 156. 

3. Have class blend sp and I — spl. 

4. Give above lesson. (See Lesson 77.) 

5. Add spl to flash cards. 



LESSON 164. 



kle 
gle 

scrap 
scrag 
scram 
scramble 



fle 
die 



(•2) 



scrim 
scrub 
scruff 
scratch 



1. Review double consonants. 

2. Review forms of Lessons 144, 15(). 

3. Have class blend so and /■ — scr. 

4. Give Lesson 163. (See Lesson 77.) 

5. Add scr to flash cards. 



(0) 



zle 
tie 



sm 
str 

split 

splen 

splendid 



i-y) 



pie 
sle 

scrib 
scribble 



LESSON 165. 



scr 

^^^ scribble '"^ 

splatter 
splitting 
scrub 

1. Review double consonants. 

2. Review forms of Lessons 144, 156. 

3. Have individual work on above lesson. 

(UO) 



sm 


g\ 


sn 


str 


scratch 


' ' splendid 


splutter 


splashed 


scramble 




scraps 





LESSON 166. 
Sight sentences. 

1. Do not scribble on my book. 

2. See the splinter in my finger. 

3. He scrambled out of the nettles. 

4. Put the scraps on the tray. 

5. Please scrub the steps. 

6. This scrim is very thin. 

7. The bramble will scratch your hand. 

8. Give the scraps to Dash. 



LESSON 167. 



imp 
itch 
ist 



•-' ift 
ilt 



1. Review short i forms. 

2. Have class blend im with j) ; it with cJi ; is with t ; // with t ; il with i. 
(See Lesson 12.) 

3. Print above forms on flash cards. 



(l» 





LESSON 168. 




limp 


^-' tilt 


^^^ whist 


hitch 


sift 


witch 


list 


fist 


listless 


gift 


stitch 


shift 


wilt 


skimp 


hilt 


spilt 


hist 





1. Eeview single consonants. 

2. Review forms of Lessons 156, 167. 

3. Individual work on above lesson. 



(70) 





LESSON 169. 




^^^ crimp 


(^^ lift 


<^> gilt 


ditch 


wist 


swift 


mist 


kitchen 


switch 


rift 


primp 


scrimp 


silt 


kilt 


drift 


pitch 


jilt 




1. See Lesson 168. 


LESSON 170. 




Sight sentences. 







1. This snuff-box is a gift. 

2. The girl is scrubbing the kitchen. 

3. See the mist over the bay. 

4. These are Scotch kilts. 

5. Jack is the pitcher. 

6. The hilt of the dagger glitters. 

7. The pitch will stick to your skin. 

8. Some girls primp and giggle. 





LESSON 171. 




spl 


scr 


sm 


(1^ twin 


^^> twit 


(^^ twist 


twain 


twitter 


twang 


twig 


twen 


twinkle 


twill 


twitch 





1. Review short e forms. 

2. Have class blend t and iv — tw. 

3. Give above lesson. (See Lesson 77.) 

4. Add tw to flash cards. 



(71) 



LESSON 172. 



(1) 



spray 
spring 



(2) 



sprung 
sprint 



sprain sprang 

Sprat sprig 

1. Review double consonants. 

2. Review forms of Lessons 156, 167. 

3. Have class blend sp and r — spr. 

4. Give Lesson 172. 

5. Add spr to flash cards. 



(1) 



tw 
spr 

spray 
twang 
sprig 
twisted 



LESSON 173. 

spl 
scr 

sprint 
twitching 
spring 
twitter 



(2) 



(3) 



sm 
sn 

sprain 
twig 
spray 
twain 



1. Review short u forms. 

2. Review forms of Lessons 156, 167. 

3. Have individual work on Lesson 173. 



LESSON 174. 
Sight sentences. 

1. The spring bubbles over. 

2. Do not twist the string. 

3. Jack Sprat could eat no fat. 

4. The birds twitter among the branches. 

5. The dog sprang to get the stick. 

6. Pick up all the twigs. 

7. The birds hop from spray to spray. 

8. The twins have dotted dresses. 



(72) 





LESSON 175. 




^^^ ang 


(-' int 


■^^ anch 


ong 


inch 


ant 


ung 


ind 


ank 


imp 


ink 


onch 


ist 


ench 


ont 


ift 


end 


ond 


lit 


ent 


onk 


itch 






(See Lesson 86.) 


LESSON 176. 




^'^ softly 


^-^ pansy 


^"^ skinny 


boggy 


plenty 


fondly 


stuffy 


tricky 


chilly 


muddy 


manly 


bunny 


fancy 


scrubby 


jelly 


flabby 


Nancy 


shaggy 


clammy 


candy 


slippery 


whinny 


pigrgy 


glossy 


sloppy 


quickly 


pity 



1. Review forms of Lessons 124, 128. 

2. Give above lesson. (See Lesson 28.) 

3. Put endings ly, hy, etc., upon flash cards. 



LESSON 177. 
Sight sentences. 

1. Billy ate the twigs. 

2. This plank is slippery. 

3. Eat the candy quickly. 

4. Here is a pansy and some holly. 

5. Nancy has a muddy dress. 

6. Some dogs are shaggy. 

7. What a scrubby plant. 

8. The frost makes me chilly. 

(73) 





LESSON 178. 




^'' Bobby 


(2) folly (3) 


quickly 


sadly 


happy 


ducky 


funny 


ditty 


snappy 


lucky 


stubby 


fatty 


twenty 


gladly 


vainly 


fussy 


penny 


thinly 


dimly 


foggy 


frosty 


lofty 


giddy 


biddy 


holly 


cranny 


baggy 


1. Review all ending.' 


5. 




2. See Lesson 176. 


LESSON 179. 




Sight sentences. 






1. Henny Penny met Ducky Lucky 


• 


2. Here are twenty happy children 


• 


3. The tower 


is lofty. 




4. I will sing 


you a ditty. 




5. He peeped 


into every crack and 


cranny. 


6. This plot is thinly planted. 




7. It is folly to be vain. 




8. The morning is dark and foggy. 




LESSON 180. 




^^^ dandy 


-^ mainly ^^^ 


kinky 


scabby 


scanty 


cranky 


soggy 


smutty 


Billy 


snugly 


kitty 


blankly 


dolly 


rusty 


gritty 


badly 


bluntly 


shanty 


gayly 


rocky 


hilly 


1. See Lesson 178. 







(74) 



LESSON 181. 

Sight sentences. 

1. This land is hilly and rocky. 

2. The fisherman lived in a shanty. 

3. The hook is rusty. 

4. Do not use the soggy timber. 

5. The little birds rest snug^ly in the nest. 

6. Dolly is badly battered. 

7. All were g^ayly dressed. 

8. The witch looked blankly at me. 

LESSON 182. 

Jack Sprat's pig-, 
He was not very little, 

Nor yet very big^ ; 
He was not very lean, 

He was not very fat — 
"He'll do well for a grunt," 

Says little Jack Sprat. 

Hot cross buns. 

Hot cross buns. 

One a penny, two a penny. 

Hot cross buns. 

" Come, let's to bed," 

Says Sleepy-head ; 

"Stop I a while," says Slow; 

"Put on the pot," 

Says Greedy-gut, 

"Let's sup before we go." 

Hickory, dickory, dock. 

The mouse ran up the clock ; 

The clock struck one. 

And down he run. 
Hickory, dickory, dock. 

Sight words — lean, head, Slow, Greedy, mouse. 

(To) 





LESSON 183. 




spr 


spl 


scr 


^'' shrill 


^-^ shrink 


^"^ shriv 


shred 


shrimp 


shrivel 


shrug 


shrilly 


shrub 


shrank 


shrunk 





1. Review double consonants. 

2. Review forms of Lessons 135, 139, 167. 

3. Have class blend sli with r — shr. 

4. Give above lesson. (See Lesson 77.) 

5. Add slir to flash cards. 



(1) 



ly 
gy 

thrash 
throb 
throt 
throttle 



ty 
ky 



LESSON 184. 

fy 
dy 

-^ thrill 
thrush 
thrift 
thrifty 



1. Review double consonants. 

2. Review forms of Lessons 144, 156. 

3. Have class blend th and r — thr. 

4. Give above lesson. (See Lesson 77.) 

5. Add thr to flash cards. 



ny 

sy 



my 

py 

^^^ thrum 
thrust 



(1) 





LESSON 185. 




shr 


thr 


tw spr 


shrink 


-* throng 


^^^ thrum 


thrill 


thrust 


shrub 


shrug 


shrimp 


shred 


throttle 


shrill 


throb 


shrivel 


thresh 


shrunk 



1. Review endings. 

2. Have individual work only upon above lesson. 

(76) 



LESSON 186. 

Siffht sentences. 



1. Put the shrimps in the kitchen. 

2. The little thrush sings softly. 

3. Bobby is a thrifty boy. 

4. The throng sang gayly. 

5. The pansy shrivels in the hot sun. 

6. See how those shingles shrink. 

7. The bird's nest is under a shrub. 



LESSON 187. 

Little Robin Red-breast sat upon a tree, 
Up went Fussy-cat, and down went he ; 
Down came Fussy-cat, and away Robin ran ; 
Says little Robin Red-breast, "Catch me, if you can." 

To market, to market, to buy a fat pig, 
Home again, home again, jiggety jig ! 
To market, to market, to buy a fat hog. 
Home again, home again, jiggety jog ! 

Humpty Dumpty sat on a wall ; 

Humpty Dumpty had a great fall ; 

Not all the king's horses, nor all the king's men. 

Could set Humpty Dumpty up again. 

Polly, put the kettle on, 

Polly, put the kettle on, 

Polly, put the kettle on. 

And let's drink tea. 

Sight words — Pussy, breast, market, tea, buy, home, great, horses. 



(77) 



(1) 





LESSON 188. 


eld 


^^^ emp 


elt 


esk 


elm 


eft 



(3) 



etch 



1. Review forms of Lesson 167. 

2. Have class blend el with d, t, ni; em with p; es with k; ef with t 
et with cli. 

3. Print above forms upon flash cards. 





LESSON 189. 




^1^ belt 


^-^ weld 


^^^ sketch 


held 


theft 


helm 


smelt 


felt 


cleft 


temper 


Gretchen 


hemp 


skelter 


melt 


smelter 


left 


vetch 


stretch 


fetch 


whelm 


pelt 


desk 


swelter 


helter 


melt 


heft 


bereft 


smelter 


welt 




1. Review forms of Lessons 167, 168. 




2. Individual work on 


Lesson 187. 





LESSON 190. 
Sight sentences. 

1. Gretchen held the matches in her hand. 

2. He hung" the belt on the hook. 

3. The rabbits ran helter-skelter. 

4. Fetch me a sprig of holly. 

5. The butter has melted. 

6. Who left the switch on my desk ? 

7. He held the cup in his left hand. 

8. I felt chilly yesterday. 

(78) 



LESSON 191. 

As I was going to sell my eggs, 

I met a man with bandy legs, 

Bandy legs and crooked toes, 

I tripped up his heels and he fell on his nose. 

A little boy went into a barn, 
And lay down on some hay ; 

A cow came out and smelt about. 
And the little boy ran away. 

Sight words — toes, heels, nose, ham, about. 







LESSON 192. 




(1) by 


(2) y 


<^' zle 


''^ gle 


ly 


ty 


tie 


fle 


gy 


sy 


sle 


die 


fy 


py 


pie 


cle 


cy 


ny 


kle 


ble 


dy 


ky 






(See Lesson 86.) 




LESSON 193. 




^^^ dashes 


(1 


■' bunches 


^^^ pinches 


joshes 




clashes 


meshes 


dresses 




pitches 


flushes 


ditches 




mashes 


fusses 


blushes 




witches 


threshes 


ranches 




fetches 


blesses 


musses 




drenches 


stitches 


hitches 




gashes 


patches 



1. Review forms of Lessons 167, 188. 

2. Give above lesson. (See Lesson 28.) 

8. Add es to endings. 

(79) 





LESSON 194. 




^'^ eft 


^'^ unt . 


^'^ oft 


esk 


unch 


ost 


enip 


unk 


otch 


etch 


atch 


oc 


elm 


amp 


omp 


elt 


ac 


ock 


eld 


ack 




(See Lesson 86.) 


LESSON 195. 




^^' lashes 


^-^ tresses 


^"^ thrushes 


hushes 


flashes 


crashes 


brushes 


stretches 


flinches 


benches 


crunches 


presses 


punches 


stitches 


matches 


smashes 


scratches 


lunches 


catches 


slashes 


branches 


gushes 


cashes 


clinches 


1. See Lesson 193. 


LESSON 196. 





Sight sentences. 

1. We can hop over the ditches. 

2. Stitch some patches on my dress. 

3. The flsh were held by the meshes of the net. 

4. Who pitches the ball to-day ? 

5. Kitty scratches if you pinch her. 

6. Let us set our lunches under the branches. 

7. Fetch me the fat duck. 

8. The man cashes a check. 



(80) 



(1) 





LESSON 197. 




shr 


spr 


scr 


thr 


tw 


spl 


sail 


^'^ tail 


^'^ grail 


rail 


jail 


snail 


bail 


trail 


pail 


nail 


quail 


fail 


hail 


flail 


mail 


wail 


frail 





1. Review all endings. 

2. Teach ail as if it were a sight word. 

3. Give above lesson. (See Lesson 77.) 

4. Print ail upon flash card. 

LESSON 198. 
Sight sentences. 

1. The ship has sails. 

2. Do not step on the cat's tail. 

3. The quail ran under some bushes. 

4. The trail led to a jail. 

5. Do not fail to come Sunday. 

6. Hang the pail on the rail. 

7. Here is a hammer and some nails. 

8. The hail fell suddenly. 

LESSON 199. 

(1) |jr <-^ cr ^'^ sw ^'^ gl 

tr fr pi sn 

st wh sp sm 

si y pr spl 

gr z sc scr 

fl dr str tw 

cl bl qu spr 

sk shr thr 

(See Lesson 86.) 
6— EUL 16 (81) 



LESSON 200. 

I live among 
The grasses tall ; 

I shall be glad 
To have you call. 

My home is in 
An old stone wall ; 

So you must know 
I'm very small. 

Little Robin Red-breast 

Sat upon a rail ; 
Noddle, naddle went his head, 

Wiggle, waggle went his tail. 

Sight word — stone. 





LESSON 201. 




^'^ sight 


(-^ tight 


(^> flight 


right 


tightly 


fright 


dight 


fight 


blight 


night 


light 


frighten 


slight 


might 


plight 


bright 


brightness 





1. Review forms of Lessons 188. 197. 

2. Teach ight as if it were a sight word. 

3. Give above lesson. (See Lesson 77.) 

4. Print ight on flash card. 

LESSON 202. 
Sight sentences. 

1. It was a grand sight. 

2. He held a light in his right hand. 

3. We win by might or by right. 

4. The battle began at night. 

5. The witches frighten me. 

6. Polish the pot and it will be bright. 

7. Hand me a candle to light my way. 

8. Jip and Dash do not fight. 









LESSON 203, 






^^^ saw 




^-' taw 


^^> flaw 




raw 




jaw 


claw 




daw 




caw 


craw 




paw 




chaw 


draw 




law 




thaw 


straw 




maw 




slaw 




1. 

2. 
3. 
4. 


Review forms of Lessons 188, 197. 201. 
Teach aw. 

Give above lesson. (See Lesson 77.) 
Print aw on flash card. 





LESSON 204. 
Sight sentences. 

1. The bird's claws are strong. 

2. The cat's paw is soft. 

3. The law books are on the shelf. 

4. The daw has its nest in the church tower. 

5. " Caw, caw," said the daw. 

6. I saw some straw on the wagon. 

7. Who took my taw ? 





LESSON 205. 




^^^ trinket 


^-^ pocket 


^^^ planet 


thicket 


quintet 


racket 


limpet 


wicket 


cricket 


blanket 


skillet 


trumpet 


Muffett 


locket 


rocket 


nugget 


hatchet 


docket 


freshet 


sonnet 





1. Review double consonants. 

2. Review forms of Lessons 188, 197, 201, 203. 

3. Give above lesson. (See Lesson 28.) 

4. Add et to endings. 

(S3) 



LESSON 206. 



Sisrht sentences. 



1. The limpet clings to the rock. 

2. Put the blankets in the closet. 

3. Little Miss Muffett sat on a tuffet. 

4. How bright the rockets are. 

5. Hang" the locket on the chain. 

6. The rabbit hid in the thicket. 

7. Chop the kindling with the hatchet. 

8. The cricket sings at night. 





LESSON 207. 






(^> ight 


(2) 


elm 




^^^ ang 


ail 




etch 




ong 


aw 




eft 




ung 


elt 




imp 




ock 


eld 




itch 




omp 


eck 




ist 




otch 


esk 




ift 




ost 


emp 




ilt 






(See Lesson 86.) 












LESSON 208 






^'^ ine 


^^^ ane 


(3) 


ode 


^^> ude 


ide 


ade 




one 


ute 


ite 


ame 




ope 


une 


ife 


ate 




obe 


use 



ipe 

1. Review forms from Lessons 197, 201, 203. 

2. Show your class how e after in, it, etc., affects those forms. Have 
them cover the e with a card and say in ; then uncover the e and say ine, etc. 

3. As they learn above columns, print them upon flash cards. 

(84) 



^'' bine 
pine 
fine 
shine 
line 
mine 
wine 
thine 

1. Review forms from Lessons 197. 201, 203. 

2. Review forms of Lesson 208. 

3. Give above lesson. (See Lesson 77.) 



LESSON 209. 




■^ side 


^^^ dime 


glide 


lime 


stride 


time 


pride 


chime 


slide 


slime 


bride 


grime 


chide 


clime 



(1) 





LESSON 210. 




kine 


^^^ sublime 


<^> bide 


side 


ride 


cline 


crime 


brine 


incline 


whine 


prime 


wide 


hide 


swine 


twine 


shrine 


tide 


chide 



1. See Lesson 209, but give individual worlc oulv on above lesson. 



LESSON 211. 

Sight sentences. 

1. The pine tree is tall. 

2. What makes the sun shine ? 

3. Let us hide on this side. 

4. The sun shines brightly. 

5. That dime is mine. 

6. How wide is that trench ? 

7. Stretch the line to the shed. 

8. The web is very fine. 

(85) 





LESSON 212. 






^'^ blame 


^-' skate 


(3) 


made 


frame 


date 




glade 


flame 


rate 




fade 


came 


plate 




spade 


tame 


gate 




shade 


lame 


crate 




blade 


1. Review double consonants. 






2. Review forms of Lesson 208. 






3. Give above lesson. 


(See Lesson 77.) 
LESSON 213. 






^^^ same 


^-^ made 


(3) 


late 


fate 


hate 




game 


trade 


dame 




grade 


name 


mate 




wade 


flate 


fame 




shame 


inflate 


slate 




jade 


1. See Lesson 212, but 


give only individual worl 


V on Lesson 212. 




LESSON 214. 






Sight sentences. 








1. My name is Nelly. 






2. We like to 


skate on the pond. 




3. How bright the flame is. 






4. Who will trade slates with 


me ? 




5. We played 


the same game 


yesterday. 


6. Put the sticks in the grate. 






7. Let us wade in the brook. 








LESSON 215. 






(^> bone 


^-^ rope 


(3) 


rode 


shone 


hope 




bode 


lone 


mope 




node 


tone 


grope 




code 


stone 


scope 




strode 


1. See Lesson 212. 









(86) 





LESSON 216. 




^^^ scone 


-' mode 


^^^ rope 


grope 


pope 


lonely 


abode 


drone 


prone 


boneless 


hopeless 


hone 


zone 


cone 


cope 


1. See Lesson 212. 


LESSON 217. 





Sight sentences. 

1. A scone is a Scotch cake. 

2. I hope this fish is boneless. 

3. The tin shone in the sunlight. 

4. Put the bones on this plate. 

5. Toss the stone to me. 

6. I groped for the wall. 

7. Here is a lone traveler. 

8. The pine cones are falling from the tree. 





LESSON 218. 




^^^ home 


^-' huge 


^^^ cute 


kite 


smile 


prune 


safe 


strife 


stripe 


lane 


intrude 


grape 


rude 


shape 


cube 


pipe 


ripe 


mile 


pile 


brute 


wife 


crane 


life 


sprite 


dome 


tune 


scrape 


pane 


wipe 


tube 



1. Individual work onlv on Lesson 218. 



(87) 



LESSON 219. 
Sight sentences. 

1. My home is a mile away. 

2. The man will prune the grape vines. 

3. See that huge brute. 

4. The grapes are ripe. 

5. What shape is a cube ? 

6. Who broke the pane ? 

7. How sweetly she smiles. 

8. Will you wipe the dishes ? 

LESSON 220. 

^^^ abe ^-^ ume ^^^ ode ^^' ize 

erne ide ale ame 

upe ebe ule oke 

ile ane ate ute 

ome ime ife ape 

ade une ipe ote 

ite one ave ude 

ibe ope aze ole 

(See Lesson 86.) 

LESSON 221. 

Pat-a-cake, pat-a-cake, baker's man. 

So 1 will, master, as fast as I can. 

Pat it, and prick it, and mark it with T, 

And bake in the oven for Tommy and me. 

Come dance a jig 

To my Granny's pig, 
With a rawdy, rowdy, dowdy ; 

Come dance a jig 

To my Granny's pig. 
And pussy-cat shall crowdy. 

(8S) 



Little Tom Tucker 

Sings for his supper ; 
What shall he eat? 

White bread and butter. 
How shall he cut it 

Without a knife ? 
How will he be married 

Without a wife ? 

Sight words — master, fast, mark, dance. 



LESSON 222. 

I had a little pony, 

His name was Dapple-gray ; 
I lent him to a lady, 

To ride a mile away ; 
She whipped him, she slashed him. 

She rode him through the mire ; 
I would not lend my pony now. 

For all the lady's hire. 

Cross Patch, 

Draw the latch. 
Sit by the fire and spin ; 

Take a cup. 

And drink it up. 
And call your neighbors in. 

Come, my children, come away, 
For the sun shines bright to-day. 
Little children, come with me. 
Birds and brooks and flowers to see. 

Sight word — neighbors. 
7— BUL IG (89) 



LESSON 223. 

Bat, bat, 

Come under my hat, 
And ril give you a slice of bacon ; 

And when I bake, 

I'll give you a cake. 
If I am not mistaken. 

Old Mother Twichett had but one eye. 
And a long- tail which she let fly ; 
And every time she went through a gap, 
A bit of her tail she left in a trap. 

Sight words — mistaken, eye, eight, heard, heaven. 

LESSON 224. 

John Cook had a little gray mare ; 

He, haw, hum ! 
Her back stood up and her bones were bare ; 

He, haw, hum ! 

John Cook was riding up Shiller's bank ; 

He, haw, hum ! 
And there his nag did kick and prank ; 

He, haw, hum ! 

John Cook was riding up Shiller's hill ; 

He, haw, hum ! 
His mare fell down, and she made her will ; 

He, haw, hum ! 

The bridle and saddle were laid on the shelf ; 

He, haw, hum ! 
If you want any more, you may sing it yourself; 

He, haw, hum ! 

Sight words — riding, laid. 

(90) 



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